Data CollectionThe boring but have to get through

stuff……

A basic understanding of Positive Behavioral Interventions and Supports and How it fits with Problem Solving Model

First…

What is “Positive Behavioral Support”?

PBIS focuses on PROACTIVE support strategies that

reduce the likelihood of problem behavior allow individual students to be as

independent and successful as possible in the school setting.

encompass a range of strategies from systemic to individual supports

PBIS Continuum

80% of Students

15%

5%Universal Interventions –

proactive strategies supporting all students

Intensive Interventions -individualized

strategies supporting students with high

risk behaviors

Targeted Interventions –specialized strategies

supporting students with at risk behaviors

Positive Behavioral Interventions & Supports

Universal

School-wide PBIS

- System wide procedures- School wide systems- Classroom systems- Non classroom systems

- Proactive management ideas- Informal/formal data collection and evaluation

Targeted

PSM Team / IAP / IEP

- PSM Interventions- IAP or IEP- Functional Behavior Assessment- Behavior Intervention Plan- Data collection, assessment, observation

Mental Health in the Schools

Intensive

PSM Team / IAP / IEP

-Formal evaluation-Functional Behavior Assessment -Behavior Intervention Plan- Manifestation Determination- Short-Term Suspension Analysis Worksheet

Problem Solving Continuum

School-wide systems to support student achievement.

Leve

ls o

f Int

erve

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INTENSIVE 1 – 7 %

STRATEGIC 5 - 15 %

CORE 80 - 90 %

Adapted from Sugai and Horner

Baseline data collection Analysis of data collected Problem definition Design interventions Identification of who, when, where teaching will occur Implementation of interventions Charting/Progress Monitoring Analysis of progress Continue implementation, change the interventions some, change the

interventions significantly Continue with the review plan, intervene, analyze process Based in Behavior Analysis

How Do the Processes Align?

The most important alignment is that both support most students through “universal” school/classroom processes, some students through more “targeted” support, and a small group with the most “intensive” support

Other Areas of Alignment Include: PSM

PBIS

Collecting Data in Many Ways to Assist in the Development of

Intervention Strategies

Data Collection

Why do you need to collect data?

• to collect information regarding a student or students’ performance

• to report progress to parents

• to monitor a behavior or the response to an intervention directed towards the behavior

• to determine eligibility for accommodations or educational services

• to implement best teaching practices

• to address the I.D.E.A. “Special Factors” requirement for a student with an IEP

Data is collected for a variety of reasons.◦ To establish base-line data.◦ To identify behavioral patterns

- Time- Frequency- Duration- Intensity

◦ To measure student behavior in specific settings or contexts.

◦ To provide objective and accurate data to evaluate student growth.- Data collected must be unbiased and purely

objective.- Data must be accurate and free of speculation or

personal opinion.- Data should never be influenced by other students

or related consequences and should only reflect the behavior of the student being observed.

Why do we collect data and why is it so important that the data be objective and accurate?

Data should be collected in as many settings and contexts as possible.

Data collection is important in areas where behaviors are not observed to help substantiate a lack of stimuli.

Where should we collect data?

Time of day or schedule is sometimes very important in determining student behavior patterns.

Fatigue or the end of a medication cycle might give way to a behavioral episode, so it is important to not leave out any period during the day.

When should we collect data?

Data collected will provide information about specific behavior patterns.

Data will help identify stimuli or triggers for student behavior.

Data will provide observed responses to specific stimuli.

Data collection is an important component of the Functional Behavior Assessment process.

Data will help provide a picture of the child and give the care-giver an objective base from which to develop a hypothesis about student’s behavior.

This hypothesis will serve as a platform on which to build a Behavior Intervention Plan.

How do we use the data collected?

Data collection is not limited to students with behavioral needs.

Any type of student need should be identified and based on objective observation or assessment.

IEPs are based on data collected from a variety of performance and functional levels.◦ Social/Emotional◦ Health/Physical◦ Intelligence◦ Academic Performance◦ Communication

Who should data be collected for?

The ultimate outcome we want from effective and accurate data is a complete understanding of the child and a road map to success in meeting the child’s needs and providing an educational environment in which the child can learn.

This is after all the goal of special education to provide a free and appropriate public education for all special needs children.

To level the playing field by providing modifications, accommodations and services to meet the specific needs of the children  

What is the final use and purpose of the data collected?

The Rules of Data Collection

1. Meaningful and relevant to the behavior2. Unobtrusive as possible3. Respect the dignity of the student and the

student’s age4. Promote independence5. Foster peer acceptance

Educational Team Member’s Responsibility?

Teacher Responsibilities

Identify and define skill/behavior

Establish BASELINE and CRITERIA

Create a user-friendly data collection method

Train team members to collect data across environments

Review and analyze data weekly

Modify programs based on data

Related Service Personnel Responsibilities

Evaluate in specialty areas for present level of performance (baseline)

Provide recommendations to educational team based on evaluation

Evaluate in specialty area for student progress (criteria)

Para-Professional Responsibilities

Participate in data collection training

Collect data in environments where the teacher may not be present and during instruction

Review and analyze data with educational staff

Parent Responsibilities

Participate in data collection training

Collect data in home and community settings

Share data with educational team on a regular basis

How to Select a Data Collection Method?

Indirect or Informant Reports; Direct Observation; and, Combination System.

Data Collection Options

Direct Data Assessment

Frequency Count (Rate)

Interval Recording Antecedent-Behavior-

Consequence (A-B-C) Duration Recording Permanent Product Video

Environmental Analysis

Task Analysis Skills Checklist Self-Monitoring Digital Images Photographs

Frequency Count

Number of times the behavior or skill occurred

Interval Recording

A-B-C Analysis

Antecedent Behavior Consequence

Duration Recording

Start____________Stop____________Total Time_______

Start____________Stop____________Total Time_______

Stop____________Start____________Total Time_______

Stop____________Start____________Total Time_______

Permanent Product

skoole04+7

14

School

04+7

11

Environmental Analysis

Hallway Group Recess Lunch MathBehavior or skill

Must be observable◦ sight or hearing◦ occurrence or non-occurrence

Definable◦ two or more people can agree

Countable and measurable◦ communicate using a number

Direct Observation of Behavior

Helpful Hints

Measure only one behavior/skill Clearly define the behavior/skill Determine the correct data collection

method Determine what environments data will

be taken Provide training for accuracy and

objectivity

Trish is aggressive.

Descriptions of Problem Behavior

Trish hits other students during recess when she does not get her way.

Concrete Description of Behavior

Carlos is disruptive.

Description of Behavior

Carlos makes irrelevant and inappropriate comments during class discussion.

Concrete Description of Behavior

Academic engaged time refers to attending to material and task, making the appropriate motor response, and asking for assistance in an appropriate manner.

Academic Engaged Time

Total disruptive behavior is a class of behaviors that disturbs, the classroom ecology and interferes with instruction. Examples of disruptive behaviors include being out of seat without permission, not complying with teacher instruction, hitting, biting, making any audible noises or vocalizations that disrupt the environment, yelling, cursing, and taking others’ property.

Total Disruptive Behavior

Total negative social interaction is defined as behaviors that disturb ongoing play activities and involves physical or verbal aggression. Examples of these disruptive behaviors include hitting, biting, curing, threatening, and grabbing.

Total Negative Social Interation

Time spent alone is defined as when the target student is not within 10 feet of any other children, is not socially engaged, and is not participating in any activity with other children.

Time Spent Alone

I - Instruction – This is instruction time where the teacher is providing direct instruction to the individual student.

G - Group – This is an event where there is a group of students or individuals involved in an activity or instruction.

T – Transition – This is a time where the student is moving from class to class or activity to activity. Usually when there is less supervision than in other settings.

S – Seat Work – This is the time allocated to the student to work on his/her own in the classroom.

Setting Events

Environmental settings the child experiences during the day◦ Academic Classroom (math, science, social studies

or English)◦ Gymnasium◦ Lunchroom◦ Hallway◦ Music room

The structure and presentation may vary and may provide for different behavioral opportunities

Different contexts may also offer different challenges to the student and may trigger different behavior responses.◦ Example might be:

- Academic learning challenges.- Physical challenges in PE.- Social challenges in group activities like music

Contexts

Amount or Frequency◦ event recording◦ interval recording

Measures of Time Passage ◦ duration

recording◦ latency recording ◦ time sampling

Techniques for Measuring Behavior

Event Recording◦ Behaviors that have a discrete beginning and end

Interval Recording◦ Behavior happens very frequently and lasts for a

discrete period of time

Amount or Frequency

What events, persons or environmental factors are present when the behaviors occur?◦ Events examples

- Doing math problems (not understanding)- Playing basketball and being dominated- Giving a speech in front of the class and struggling

with words.- Asked to do school work

◦ Persons in the setting- Class bully- X-girlfriend- Demanding teacher perceived as an enemy- Group of students ignoring the child

◦ Environmental factors- Temperature in the room- Physical location of desk- Hunger, thirst of illness.- Social problems or problems at home.

Antecedents

Duration Recording◦ want to know how long the behavior lasts

Latency Recording◦ want to know how long before the behavior starts

Time Passage

Student’s name Date or dates of observation Observer name and role Start and end time Setting of observation Definition of behavior being observed Key to any codes used

Recording Sheets

Advantage◦ easily converted into a graph

Limitations◦ requires behavior that occurs at a relatively stable

level and is easy to count◦ not useful when behavior occurs at high rates or

for extended period of time

Event Recording

Sample of Event Record

Start time: 8:05 End time: 9:00 Setting: Seventh-grade math class Definition of behavior: Talking out is defined as any noise that is made without first raising hand in appropriate manner and waiting for permission to speak. Observer: Carol Burke (math teacher) Student Name

Mon. 3/2/98

Tues. 3/3/98

Wed. 3/4/98

Thurs. 3/5/98

Fri. 3/6/98

Sammy llll llll lll llll ll Karen l l ll llll l Chris llll lll lll lll llll Key: Each tick mark represents one talk-out.

Sample of Event Record

Student Name: Peter Pan Start time: 8:05 End time: 9:00 Setting: Seventh-grade math class Definition of behavior: Hand raising is one hand over head, makes eye contact with teacher, no sounds or extraneous movement. Relevant Comment/Question is a comment or question that has direct relationship with what is being discussed at the time. It is delivered in an appropriate manner. Homework Completion is turning in homework on time, acceptable quality, all questions attempted. Observer: Carol Burke (math teacher) Behavior Mon.

3/2/98 Tues. 3/3/98

Wed. 3/4/98

Thurs. 3/5/98

Fri. 3/6/98

Hand raising

llll llll lll llll ll

Relevant Comment/Question

l l ll llll l

Homework Completion

llll lll lll lll llll

Key: Each tick mark represents one occurrence.

What types of behavior might you use event

recording to measure?

Chart Clipboard Tape Beads Beans/coins/paperclips Golf counter Knitting counter

Innovative techniques

Requires undivided attention during intervals

Watch student during entire interval Record whether behavior occurred Intervals are approximately 10 to 30

seconds each

Interval Recording

Sample of Interval Recording

Student: Bugs Bunny Start time: 8:05 End time: 8:15 Setting: seventh-grade English class Definition of behavior: On-task behavior is defined as appropriately writing, reading, talking about the assignment, or waiting to ask the teacher a question regarding the assignment. Observer: Daffy Duck (recess monitor) minute 10” 20” 30” 40” 50” 60”

1 O O X X X O 2 X O O O X O 3 X O O X O X 4 X X X O O X 5 O O X O X O 6 O X X X X X 7 X O O O O O 8 O X X X X O 9 X O O O X X

10 O X X O X O Key: O = Behavior was not observed at all during the 10-second interval. X = Behavior was observed at least once during the 10-second interval. 10” = 10 seconds.

Sample of Interval Recording

Student: Bugs Bunny Start time: 8:05 End time: 8:20 Setting: morning recess Definition of behavior:

Social Interaction: within 2 feet of another child with interactions Parallel Play within 2 feet of another child, no interactions Alone: further than 2 feet from anyone Organized Play: interacting with others in an organized game or activity No Code: none of the above. Observer: Elmer Fudd (paraprofessional)

Time Social Interaction

Parallel Play

Alone Organized Play

No Code

+ - + - 10” x 20” x 30” x 40” x 50” x 60” x 70” x 80” x 90” x

100” x Key: 10” = 10 seconds.

Advantages◦ applies to virtually any target behavior◦ can be converted to percent◦ yields data of relative frequency and duration

Disadvantages◦ requires accurate measure of behavior in

relation to a small amount of time◦ requires undivided attention

Interval Recording

What types of behavior might

you measure using interval recording?

Timers Stop watches Use breaks between intervals

◦ On 30 seconds◦ Rest 10 seconds

Innovative ways to use interval recording

Use a stopwatch or a watch with a second hand

Start timing when behavior starts Stop when behavior ends

Duration Recording

Sample Duration Recording

Student: Spongebob Squarepants Setting: Third-grade class Definition of behavior: Student has tantrums showing inappropriate signs of anger (e.g.:clenched fists, yelling, cursing, kicking, refusal to follow directions, punching, or usingobscene gestures). Observer: Patrick Starr (teacher)

Date Start Time End Time Duration 3/2/98 8:45:07 8:59:09 :14:02

2:39:49 2:49:59 :10:10 3/3/98 9:05:03 9:14:03 :09:00

Advantages◦ produces a percentage◦ measures behaviors that occur at extremely high

rates and/or extended periods of time Limitations

◦ requires discrete behaviors◦ requires a stopwatch

Duration Recording

What types of behaviors might

you measure using duration recording?

Measures how long it takes for behavior to begin◦ use a stopwatch or watch with a second hand◦ start timing when request for behavior is given◦ stop timing when behavior is initiated

Latency Recording

Sample Latency Recording

Student: Tommy Pickles Setting: Third-grade class Definition of behavior: Student initiates, following teacher’s verbaldirections. Observer: Angelica Pickles (counselor)

Date TeacherRequest

StudentInitiates

FollowingDirections

Latency

3/2/98 8:45:07 8:59:09 :14:02 2:39:49 2:49:59 :10:10

3/3/98 9:05:03 9:14:03 :09:00

Advantages◦ can easily be converted to an average

Limitations◦ requires discrete behavior◦ requires a stopwatch

Latency Recording

What types of behavior might

you measure using latency recording?

Set up time intervals Observe behavior only at the end of the

time interval Record whether the behavior is or is not

occurring at that particular time.

Momentary Time Sampling

Sample Momentary Time Sampling

Student: Tom Cat Start time: 8:05 End time: 8:15 Setting: seventh-grade English class Definition of behavior: On-task behavior is defined as appropriately writing, reading,talking about the assignment, or waiting to ask the teacher a question regarding theassignment. Observer: Jerry Rodent (paraprofessional)

minute 10' 20' 30' 40' 50' 60' 1 O O X X X O

Key: O = Behavior was not observed at the end of the 10 minute interval. X = Behavior was observed at the end of the 10 minute interval. 10' = 10 minutes.

Advantages◦ Data can easily be converted to percent◦ Does not interrupt the delivery of instruction

Limitations◦ requires a large number of observations to allow

for interpretation of data

Momentary Time Sampling

What types of behavior might

you measure using momentary

time sampling?

Advantages◦ allows the observer to plot the relationship

between two or more variables◦ easy to complete and interpret◦ useful in deciding about more focused

assessment

Scatterplots

Limitations◦ May not capture complete picture of

social/environmental context of behavior◦ May fail to distinguish between low and high

intensity behavior◦ Technical adequacy may vary from person to

person

Scatterplots

Measure Reward Evaluate

Teach Self Control

Clearly define behavior(s) and regularly review definition(s).

Assure that observers and interviewers have adequate training and experience.

Select appropriate assessment strategies for behavior(s) and context(s).

Ways to Strengthen Measurement of Behavior

Collect information across time and settings using multiple strategies and persons.

Conduct routine checks of the accuracy of observer scoring/recording procedures.

Ways to Strengthen Measurement of Behavior (continued)

Summary of Data Collection Provides data to determine success of BIP Measures improvement for student and

professionals Teaches protocol for new behavior Alerts staff to use of specific consequences

impacting positive or negative behavior

Bonus Slide: Positive Interventions: Top 1010. Student praised privately9. Whole class praised8. Student praised by other students7. Student praised in front of other students6. Student’s work displayed

5. Student’s name mentioned in assembly4. Student receives positive comment on written

work3. Parent informed about good behavior2. Student receives good marks on report card

And the number 1 positive intervention…

……Teacher Reaction!

“Verbal and physical teacher reactions are the simplest ways to acknowledge and reinforce acceptable behavior and to acknowledge and provide negative consequences for unacceptable behavior…” (Marzano, 2003)

And Now What?

        

Organize

and

Summarize Analyze

Intervention and

Evaluation

Organize and Summarize

• Collect information across time and settings

• Utilize multiple observers, if possible

• Record behaviors that can be seen and measured

• Utilize data collection tools

Be Specific

Be Concise

Be Descriptive

Just the facts!

Analyze the Data

Are there patterns? Are there specific locations,times, subjects or

people? (Triggers) Are there physical signals of impending

problems? Are there home concerns? Divorce? Death?

Illness? Transition? How often do the behaviors occur? (frequency) How long do behaviors last? (duration) How severe or damaging are the behaviors?

(intensity) Can the student continue with their school day

when behavioral episode is over?

 

BehaviorsOf

Concern(What student does)

Frequency(How often occurs per hour,

day week)

Intensity(How damaging or

destructive: mild, moderate, severe)

Duration(How long lasts: minutes,

hours)

      

     

       

     

Example Format for Data Analysis

Intervention and Evaluation• Change aspects of the environment that trigger challenging behavior

• Teach the student more acceptable ways to get their needs met• Change aspects of the environment that happen following the behavior

• Collect data and evaluate impact of interventions on behavior

Research

What We Should Know About Behaviors

Focus on Tiers (Levels) I & II as General Education Requirement

Tier I Data on Office & Discipline referrals and Actions

that took place School wide Positive Behavioral Interventions

and Supports Second StepTier II Direct behavior training (social skills) Additional training or groups (self-instruction,

anger control, organizational skills) Development of Programs in the school to

address top areas of need

-George Batsche

Focus of Tier (Level) III as More Formal Process

Team Meets & Typically begins ◦ Formal Collection of data (Frequency

data)◦ Completion of Functional Behavioral

Assessment (FBA)◦ Design of a Behavioral Intervention Plan

(BIP)◦ Implementation of BIP◦ Progress Monitoring

-George Batsche

What about Progress Monitoring & Peer Comparisons?

Level of Behavior “necessary for success” versus Level of Current, Local Peer Performance

Level of Behavior Necessary for Success (Proficient Level)

Level of Current, Local Peer Performance

• 75% for • On Task• Compliant• Accuracy of Work

Peer could be as high as 90% but this is more than proficient. National Standard (NCLB) is proficient.

-George Batsche

But What About the Most Severe Behaviors?

Harmful to self or others: Assault and battery

Not Harmful to self or others but causes significant disruption of the learning environment.

Target for replacement behavior would need to be higher than the 75% proficient level

100% would need to be the target level for replacement behavior

Progress Monitoring

Using the Student’s Progress

to Monitor Effectiveness of the PSM

Intervention Strategies

Progress Monitor Student’s Response to Interventions

Progress monitor by observing student at least 3 times a week

Remember you need to progress monitor academic areas that are impacted by the behavior

Chart results of your behavior observations and your academic probes

Utilize same decision making strategies regarding changing the interventions as you would with an academic only issue

Remember that students who have behavioral issues but there is no educational impact will

continue at PSM intervention level but will not be eligible for consideration for entitlement.

Example Baseline Data on Tyler Teal

Student: Tyler Teal Grade 3 Target Behavior: On Task Baseline Data:

◦Day 1 26/60 = 43%◦Day 2 46/60 = 77%◦Day 3 32/60 = 54%◦Median 32/60 = 54%

I just know I can do my work.

Set Goal for Tyler Teal On task behavior falls under “level

of behavior necessary for success” or proficiency level which is 75%

Goal for Tyler Teal’s on task behavior would be 45/60 (75%).

Current baseline for Tyler Teal is 32/60 or 54%

Progress Monitoring

Name: Tyler Teal

Target Behavior:

On Task

Baseline (Median): 32/60 or 54%

Goal: 45/60 or 75% Proficiency

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Days

90

80

70

60

50

40

30

20

10

M T W TH F M T W TH F M T W TH F

Baseline = 54%

Day 1 = 26/60 = 43%

Day 2 = 40/60 = 67%

Day 3 = 40/60 = 67%

Day 4 = 32/60 = 54%

Day 5 = 50/60 = 83%

Day 6 = 51/60 = 85%

Day 7 = 34/60 = 57%

Day 8 = 55/60 = 92%

Day 9 = 24/60 = 40%

Day 10 = 33/60 = 55%

Day 11 = 39/60 = 65%

Day 12 = 38/60 = 63%

Day 13 = 41/60 = 68%

Day 14 = 40/60 = 67%

Day 15 = 45/60 = 75%

On

Task

B

ehav

ior

Wee

k 1

Wee

k 2

Will Tyler Teal get to Proficient Level within 18 weeks of Intervention?

Consider whether Tyler will likely reach the 75% within 18 weeks or less

Ask if Tyler’s projected “on task” behavior (trend) line will intersect the “aim line” within the time period above.

If no, then the “Growth Rate” Behavior criteria

has been met.

• If yes, the “Growth Rate” Behavior criteria has NOT been met.

Another Example:Situation: Toby has low incidence but high

intensity behaviors that meet the definition of “assault” . (i.e. hitting adults & peers such that there are safety concerns)

Toby’s Baseline: 4 thirty minute intervals in a day without incident (4/12) or 33%.

Goal : 12/12 intervals without incident or 100%.Note: There are 12 thirty minute intervals in the

day. (6 hour day)

Progress Monitoring

Name: Toby Toms

Target Behavior:

Time without Assaults

Baseline (Median): 4/12 or 33%

Goal: 12/12 or 100%

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Days

1210

8

6

4

2

M T W TH F M T W TH F M T W TH F

Baseline = 54%

Day 1 = 4/12 = 33%

Day 2 = 4/12 = 33%

Day 3 = 3/12 = 25%

Day 4 = 4/12 = 33%

Day 5 = 5/12 = 42%

Day 6 = 4/12 = 33%

Day 7 = 5/12 = 42%

Day 8 = 5/12 = 42%

Day 9 = 6/12 = 50%

Day 10 = 6/12 = 50%

Day 11 = 6/12 = 50%

Day 12 = 5/12 = 42%

Day 13 = 6/12 = 50%

Day 14 = 6/12 = 50%

Day 15 = 5/12 = 42%

Tim

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Progress Monitoring

Teacher records intervals without incidents in the 12 thirty minute intervals during each day. Simply use checks on a chart for intervals without incident.

Record your data on a Progress Monitoring chart.

What about Toby Toms?Would you project that he will reach 100% in 18

weeks or less?