Data Collection & Data-based Data Collection & Data-based Decision MakingDecision Making

Julie Smith, M.A., BCBAMaigret Fay, M.Ed, BCBAAmy Cohen, PhD, BCBAHowardCenter Autism Spectrum Program

July 12th, 2011

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Objectives

Reasons Most common topics to record data on Data collection methods Examples of data collection forms Practice data collection Develop methods for your students

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Why collect data?

Determine the behavior targeted for change Helps determine the function of the behavior Shows if intervention is working Supports accurate decision making Determines preferences and reinforcement Can show progress and rate of skill acquisition Allows for credibility from other team members

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Definitions of Evidence-Based Practice Evidence-based practice is an approach that

tries to specify the way in which professionals or other decision-makers should make decisions by identifying such evidence that there may be for a practice, and rating it according to how scientifically sound it may be. Its goal is to eliminate unsound or excessively risky practices in favor of those that have better outcomes

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A discipline committed to the understanding and improvement of human behavior

Focuses on objectively defined, observable behaviors of social significance

Seeks to improve behavior while demonstrating reliability between applied interventions and the noted improvement

What is Applied Behavior Analysis?What is Applied Behavior Analysis?

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ABA definedABA defined (cont.)

APPLIEDRefers to the social significance of the behavior Of immediate importance to the individual or

society

BEHAVIORBehavior is in need of improvementBehavior must be observable and measurable

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ABA definedABA defined (cont.) ANALYSIS

Believability

Demonstrates a functional relationship between behavior and intervention

controls the occurrence and nonoccurrence of a behavior

We change behavior by changing the ENVIRONMENT

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National Standards Project from the National Autism Center 11 Established Treatments are:

Antecedent Package Behavioral Package Comprehensive Behavioral Treatment for Young Children Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self-management Story-based Intervention Package

22 Emerging Treatments

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Activity

What data collection methods do you use currently?

Who collects the data? How do you collect the data? What do you do with the data?

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Data Collection

Descriptive Analysis Preference/Reinforcer Assessments Skill Acquisition Daily living skills

Behavior

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What Is Behavior?

An action, resulting in environmental change It can have one or more measurable dimensions

- frequency, duration, intensity Observable and measurable Unseen event can influence the occurrence of

behavior e.g. internal thoughts, illness, etc

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ABC Data CollectionABC Data Collection

Descriptive Analysis Descriptive Analysis refers to the process

of obtaining direct and daily information concerning the context of challenging behavior

Usually done through “A-B-C” analysis

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A-B-C DataA-B-C Data

Three-term Contingency

ANTECEDENTS BEHAVIOR CONSEQUENCES

What happened immediately preceding the behavior

What happened immediately after the behavior

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ABC Data CollectionABC Data Collection

Functional Behavioral Assessment (FBA) The process of obtaining information on

events which precede and follow a behavior to determine which antecedents and consequences are reliably associated with the occurrence and nonoccurrence of the behavior

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ABC DataABC Data Antecedent

Record events or interactions that happen DIRECTLY BEFORE the behavior occurs. Examples: “teacher gave instruction to clean up” or “fire alarm went off”.

Behavior Should include only OBSERVABLE behavior. Do NOT include guesses

at internal states such as emotions. Be as SPECIFIC as possible. Example: "hit my hand with a ruler hard enough to leave a mark," "Yelled dummy directed toward staff," "picked up math paper and ripped into many pieces“.

Consequence Should be what occurs DIRECTLY following the behavior, including

verbal interactions from staff/ peers, physical interactions from staff, any type of prompting, etc. Example: “gave no verbal response and physically prompted him to pick up toy truck by taking his arm and gently guiding him to the truck" “said “not ok. Time to clean up and pointed to toy”.

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Date StaffTime

Start

Time End Activity Antecedent Behavior Consequence Comments

ABC Data Sheet ExampleABC Data Sheet Example

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ABC Data Sheet-Checklist ExampleABC Data Sheet-Checklist Example

ABC Recording Form

Observer: Student:

Date: Activity:

Start Time: End Time:

Antecedent Behavior Consequence Additional NotesRelevant Info about the environment

□ Given direction □ Task Demand □ Change in routine□ Peer in close proximity□ Transition□ Verbal statement made

to student (adult/peer)□ Other ______________□ Other ______________

□ Bolt/Leave Demand□ Cry□ Screaming□ kick□ swear□ Other ______________□ Other ______________

□ Prompted break□ Ignore□ Model appropriate

behavior□ Provide Assistance by:

___________________□ Terminate Activity□ Other ______________□ Other ______________

□ Given direction □ Task Demand □ Change in routine□ Peer in close proximity□ Transition□ Verbal statement made

to student (adult/peer)□ Other ______________□ Other ______________

□ Bolt/Leave Demand□ Cry□ Screaming□ kick□ swear□ Other ______________□ Other ______________

□ Prompted break□ Ignore□ Model appropriate

behavior□ Provide Assistance by:

___________________□ Terminate Activity□ Other ______________□ Other ______________

*Individualized*

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ABC Summary Analysis ExamplesBehavior Summary

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Protest Loud Voice Not following directions Emotional State

Behaviors

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ABC Summary Analysis ExamplesAntecedents Summary Data

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Transition Frustration Writing Waiting Adult Request Peer Request

Antecedent

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Other Information Learned Through Direct Observation Frequency

How many times did the behavior occur? Duration

How long did the child engage in the behavior? Latency

How long did it take the student to respond to the instruction? Intensity

What did the behavior look like on a scale of …? Time of Day (Scatterplot)

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Frequency How often the behavior occurs

Tallies, clickers (color coded, labeled), pennies/items transferred from one pocket to the other pocket, objects in a container

Student:

Observer:

Date/Time:

Target Behaviors & Definitions:

TimeBehavior 1_________

Behavior 2__________

Behavior 3__________

Behavior 4___________

Behavior 5_________

Behavior 6___________

8:00

8:30

9:00

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Duration How long the behavior occurs

Stop watches, timers, clocks

Student:

Observer:

Target Behavior & Definition:

DateBx

StartBx

StopBx

StartBx

StopBx

StartBx

StopBx

StartBx

StopBx

StartBx

StopDaily

Duration

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Intensity

How “much” of a behavior occurs

Ex. Self-Injury-Biting Arm Intensity Rating Scale Rating Scale (1-4)

1=Mouth on arm, no visible mark 2=Mouth on arm, red mark 3=Mouth on arm, indentations of teeth visible 4=Mouth on arm, broken skin

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Interval Recording

Coding the presence or absence of a specific behavior during a predetermined time period

May include frequencies of behavior within an interval or measures of the rate of the behavior

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Interval Recording Data Sheet

Student:

Observer:

Target Behavior & Definition:

Date/Time:

10-Second Intervals

Interval/Duration

10 2030

40 50 60

PI + + - + + +

WI + - - - + -

MTS + + - + + -

Partial interval- record whether the behavior occurred at any time during the interval Whole interval- record whether the behavior occurred throughout the interval Momentary time sampling- record whether the behavior occurs at the moment the interval ends.

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ActivityActivity

What behaviors did you observe? Choose one How would you measure that behavior? http://www.youtube.com/watch?v

=U35q146wMZo&feature=related

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Graphic DisplaysGraphic Displays

Use of line, bar or pie graphs to describe the occurrence of a behavior over time or the proportions of behavior

Very helpful in evaluating the effectiveness of a treatment procedure and in determining when to change a procedure

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Line Graph ExampleLine Graph ExampleIndependent Eye Gaze to Name Behavior

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100%1/2

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Date

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vacationStaff training no services

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Line Graph ExampleLine Graph ExamplePECS

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PECS - Discrimination PECS- Distance and Persistence PECS- Sentence Structure

Staff training no services

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Line Graph ExampleLine Graph Example Flopping

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Activity Record this data on graph paper

Sessions Head Slapping1 162 183 154 115 166 107 98 89 8

10 511 612 313 214 315 116 017 018 219 020 0

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GraphHead Slapping

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Sessions

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Baseline Intervention Begins

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Activity Record this data on graph paper

Day Eye Gaze to Name 1 0%2 5%3 13%4 30%5 16%6 62%7 13%8 38%9 38%

10 20%11 20%12 16%13 40%14 38%15 25%16 0%17 28%18 11%19 1%20 13%

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GraphIndependent Eye Gaze to Name

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Skill Building

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Reinforcement

Definition: Reinforcement occurs when a particular behavior is followed by an immediate consequence that results in strengthening the behavior.

Is unique to each individual Is ever changing

Moment to Moment With experience With development

Needs to be flexible

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Reinforcer Assessment Activity Reinforcer Assessment Activity

Rank in order 1=most desired5=least desired

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Reinforcer Assessment Activity

Rank these activities 1 to 5 Hike in the woods Massage A day of shopping with friends Reading by a roaring fire Trying out a new recipe

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Reinforcer Assessment Activity

Consider the variability of preferenceWithin the groupWithin yourself on a given day

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Reinforcer Assessment Methods

Interview IndividualOthers in the individual’s life

Observation Standardized Assessments Comparative

Trials“Forced Choice”

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Forced ChoiceClient: _________________

12 Date: __________________34 Administered By: _________5678

TrialLeft

positionRight

position

Check if none

selectedTrial

Left position

Right position

Check if none

selected

1 1 2 29 1 72 3 4 30 2 83 5 6 31 6 34 7 8 32 8 55 2 3 33 4 16 4 5 34 2 77 6 7 35 3 88 8 1 36 1 69 2 4 37 7 410 3 5 38 5 211 4 6 39 8 712 1 3 40 4 313 5 7 41 6 514 6 8 42 2 115 1 4 43 7 616 3 6 44 5 417 7 1 45 1 818 8 2 46 6 219 4 7 47 3 120 2 5 48 8 421 6 1 49 7 522 8 3 50 4 223 7 2 51 5 324 5 8 52 8 625 2 6 53 3 226 3 7 54 6 427 1 5 55 5 128 4 8 56 7 3

Stimuli:

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IEP Goal Sample

By November 2011, Kevin will demonstrate his understanding of quantity by identifying, ordering, and labeling different objects to numbers with 90% accuracy. Obj. 1: by April 2011, Kevin will identify 1:1

correspondence of a set of objects 1-10 with 90% accuracy

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Ex of AssessmentInitial Assessment Data Student: K Session 1 Session 2 Session 3

Skill: Count using 1:1 correspondence

Staff: Staff: Staff:

SD: “Show me___”, :Count _____”

Date: Date: Date:

R: K counts correct number of manipulatives

Location: Location:

Location:

Procedure: Place more manipulatives than needed in front of K and give SD. He should stop counting when he gets to the number stated in the SD. Mark a + only if K says one number for each manipulative moved and counts accurately.

Trials

Targets 1 2 3

1 2 3 4 5 6 7 8 9 10

Total Correct Percent Correct

Comments:

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Program1:1 CORRESPONDENCE

KT

OBJ ECTIVE: Teach K to count items 1-10 by touching each one and saying the corresponding

number PREREQUISITE: Attending, sitting at table MASTERY CRITERIA: 3 consecutive "+" probe scores (probes are the very first time you present SD during a

session) Session=school day. Maintenance data taken weekly to assure that he meets the IEP objective of 90% accuracy.

TEACHING PROCEDURE: Discrete trial and incidental teaching SD: "how many" “count” give him a pile of manipulatives

he can line them up as he counts or count manipulatives into a container or from one area to another area

RESPONSE: K separates each manipulative one at a time and says the corresponding number MATERIALS: Varied manipulatives , containers, paper plates NEXT PROGRAM: Rote counting

INITIAL ASSESSMENT

DATE: 12/ 2/ 10 12/ 7/ 10 12/ 10/ 10

STAFF: AP AP AP

SCORE: 10% 10% 20%

COMMENTS: K DID ASSESSMENTS AT MATH

CENTERS WITH MANIPULATIVES IN CLASSROOM. THIS IS AN IEP OBJ ECTIVE.

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Data sheet K Data Sheet Programs: 1:1 correspondence For probe data (the first time you present Sd during a session). Mark a + for correct and a – for incorrect. After 3 consecutive + probe scores move to the next target. Date

Target _____

Target _____

Target _____

Target _____

Target _____

Target _____

Target ____

Target ____

Target ____

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Activity

By November 2011, Joe will make no more than one threat/act of aggression (towards self or others) as defined by attached behavior plan per day. Objective 1:By January 2011, Joe will make

no more than 4 threats/act of aggression towards others or himself per day.

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Activity

What data would you record to come up with objectives/goal?

What data would you collect? How/when would you record data for this

objective? Who would record the data? Practice…

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Acquisition Graph

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Acquisition Graph

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Task Analysis

A process by which a task is broken down into it’s component parts.

Used to increase an array of skills such as daily living tasks.

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Example of hand washing TAH=hand over hand manual guidance Procedure for untrained steps: F=manual guidance at the forearm

G=gesture

Staff InitialsDateStepPrompt

1. Turn on water

2. Wet hands

3. Dispense soap

4. Rub hands together

5. Rinse hands

6. Turn off water

7. Get towel/paper towel

8. Dry hands9. Replace/throw away towel

L=light physical guidance at elbow

Handwashing Task Analysis - RR

I=independent

Hand over hand manual guidanceSD: "Wash your hands"Reinforce after training stepNumber of trials per session: 4

3 consecutive trials correct: increase prompt2 consecutive trials incorrect: decrease prompt3 consecutive trials independent: increase step

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Example of Zipping Coat TAH=hand over hand manual guidance Procedure for untrained steps: F=manual guidance at the forearm

G=gesture

Staff InitialsDateStepPrompt

1. Fold flap over and hold with left hand 2. Hold zipper down with right thumb and fingers

3 . Join zipper together

4. Pull jacket down with left hand

5. Grab zipper tag with right thumb and finger tips & pull up

2 consecutive trials incorrect: decrease prompt3 consecutive trials independent: increase step

Reinforce JF immediately after successful completion of current target step.

L=light physical guidance at elbow

Zipping Jacket- Task Analysis 1/18/11 JF

I=independent

Hand over hand manual guidanceSD: "Zip." "Zip Coat" or "Zip Jacket"Reinforce after target stepNumber of trials per day: minimum 2

3 consecutive trials correct: increase prompt

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Final Activity

Small Group Choose a student/behavior/skill Develop a process for data collection

Who is going to record data?How and what kind of data will you take?When will you record the data?

Develop a data collection system/form

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Resources

Staples (timers, graph paper) Different Roads to Learning

http://www.difflearn.com/