T bs and_dc_449

Data Collection Data Collection TechniquesTechniques

AgendaAgenda Probe 2 (15)Probe 2 (15) Lecture: Chapter 5 (15)Lecture: Chapter 5 (15) Lecture: Target Behaviors, Lecture: Target Behaviors,

Measurement (60)Measurement (60) Break (10)Break (10) Activity: Target Behavior Definitions (30)Activity: Target Behavior Definitions (30) Session Lesson (30-45)Session Lesson (30-45) Lecture (If time allows): Recording Data, Lecture (If time allows): Recording Data,

Reliability, Graphs (20)Reliability, Graphs (20)

Three term contingencyThree term contingency

The interaction between existing The interaction between existing behavior and the environmentbehavior and the environment

ItIt’’s as easy as A, B, Cs as easy as A, B, C

Antecedent Behavior Antecedent Behavior ConsequenceConsequence

Principles of BehaviorPrinciples of Behavior

They describe a basic relationship They describe a basic relationship between behavior and its controlling between behavior and its controlling variablesvariables Positive reinforcement Positive reinforcement Negative reinforcementNegative reinforcement Punishment by presentationPunishment by presentation Punishment by removalPunishment by removal ExtinctionExtinction

Positive ReinforcementPositive Reinforcement

Stimulus presentedStimulus presented Contingent on a responseContingent on a response Which increases the future Which increases the future

probability of the responseprobability of the response Drinking a glass of water when Drinking a glass of water when

thirstythirsty High five from buddy after catching High five from buddy after catching

the ballthe ball Comments on a new haircut, return Comments on a new haircut, return

to same stylistto same stylist

Negative ReinforcementNegative Reinforcement

Stimulus removedStimulus removed Contingent on a responseContingent on a response Which increases the future Which increases the future

probability of the responseprobability of the response Hitting the snooze alarm to escape Hitting the snooze alarm to escape

loud noiseloud noise Slowing down when you see a cop to Slowing down when you see a cop to

avoid a ticketavoid a ticket Swearing, getting kicked out to escape Swearing, getting kicked out to escape

math classmath class

PunishmentPunishment

Removal Removal Stimulus taken away that decreases Stimulus taken away that decreases

future probability of the behaviorfuture probability of the behavior PresentationPresentation

Stimulus presented that decreases the Stimulus presented that decreases the future probability of the behaviorfuture probability of the behavior

Punishment & Punishment & ReinforcementReinforcement

Positive ReinforcementPositive Reinforcement Get something goodGet something good

Negative ReinforcementNegative Reinforcement Avoid or escape something aversiveAvoid or escape something aversive

Punishment by PresentationPunishment by Presentation Get something aversiveGet something aversive

Punishment by removalPunishment by removal Removal of something goodRemoval of something good

Negative reinforcement is when Negative reinforcement is when you take something away and you take something away and the behavior decreasesthe behavior decreases

True or False?True or False? False

Positive reinforcement involves Positive reinforcement involves giving something to someone and giving something to someone and increases future behaviorincreases future behavior

True or False?True or False? True

A classroom teacher walks A classroom teacher walks by a student and says, by a student and says, ““I I like how youlike how you’’re doing your re doing your math quietlymath quietly””, after which , after which the student begins talking the student begins talking to his neighbor.to his neighbor.

This is an example of This is an example of positive reinforcementpositive reinforcement

True or False?True or False? False

A behavior that has been negatively A behavior that has been negatively reinforced will occur less often reinforced will occur less often

True or False?True or False?False

A teacher gives a student a A teacher gives a student a ““good behavior coupongood behavior coupon”” for for arriving to school on timearriving to school on time

The student continues to The student continues to arrive on-timearrive on-time

This is an example of This is an example of positive reinforcementpositive reinforcement

True

The principal sends a The principal sends a student home for fightingstudent home for fighting

The student returns to The student returns to school the next day and gets school the next day and gets into another fightinto another fight

This is an example of This is an example of punishment by removalpunishment by removal

False

This is an example of positive reinforcement False

•The next night the baby cries again in the night and gets to sleep with mom and dad•This is an example of positive reinforcement for the baby

True

Steve was kicked out of math Steve was kicked out of math class for disruptive behavior class for disruptive behavior and sent to IHS for the and sent to IHS for the remainder of the periodremainder of the period

Steve was also then kicked Steve was also then kicked out of science for disruptive out of science for disruptive behavior and sent to IHSbehavior and sent to IHS

This is an example of This is an example of punishment by removalpunishment by removal False

Target BehaviorsTarget Behaviors

The behavior targeted for The behavior targeted for observation, measurement, and observation, measurement, and assessment and/or modificationassessment and/or modification

Defined by teachers as the behavior Defined by teachers as the behavior needing to be learned, increased, or needing to be learned, increased, or decreaseddecreased

Once identified – it must be definedOnce identified – it must be defined Must be observable and measurableMust be observable and measurable

Target Behavior: Target Behavior: Characteristics of Good Characteristics of Good

DefinitionsDefinitions ObjectiveObjective: such that the specific : such that the specific

instances of the response class can be instances of the response class can be detected, observed, and recorded detected, observed, and recorded reliablyreliably

ClearClear: unambiguous, such that others : unambiguous, such that others can use and replicatecan use and replicate

CompleteComplete: such that the definition : such that the definition discriminates the target behavior from discriminates the target behavior from other, similar but nontarget behaviors other, similar but nontarget behaviors and allows for accurate codingand allows for accurate coding


Kim does not do what the teacher asksKim does not do what the teacher asks When given a direction by the teacher, When given a direction by the teacher,

Kim fails to initiate the behavior within 5 Kim fails to initiate the behavior within 5 secondsseconds

Andy is hyperactiveAndy is hyperactive Andy is out of his seat more than one time Andy is out of his seat more than one time

in 10 minutesin 10 minutes Fred does not ride the school bus Fred does not ride the school bus

properlyproperly Fred is out of his assigned seat on the busFred is out of his assigned seat on the bus


Betsy is aggressiveBetsy is aggressive Betsy hits, kicks, pushes and calls Betsy hits, kicks, pushes and calls

other children names during recessother children names during recess Billy is withdrawnBilly is withdrawn Billy initiates less than one Billy initiates less than one

interaction with a peer in any given interaction with a peer in any given 10-minute free play period10-minute free play period

Defining Target BehaviorDefining Target Behavior

On-taskOn-task Out-of-seatOut-of-seat Makes rude commentsMakes rude comments Gets better gradesGets better grades Off-taskOff-task AggressiveAggressive Does homeworkDoes homework

On-Task DefinitionOn-Task Definition The target behavior to increase is on The target behavior to increase is on

task behavior for independent tasks task behavior for independent tasks during literary center time.during literary center time.

Looks like: the student actively working Looks like: the student actively working on the task, with his eyes not leaving his on the task, with his eyes not leaving his paper for more than five seconds at a paper for more than five seconds at a time and his pencil in his hand.time and his pencil in his hand.

Looks like/Sounds like: the student is in Looks like/Sounds like: the student is in his seat and not talking to any other his seat and not talking to any other students unless prompted to. The students unless prompted to. The student will also have a quiet mouth, student will also have a quiet mouth, with no talking, humming, whistling, etc.with no talking, humming, whistling, etc.

Out-of-Seat DefinitionOut-of-Seat Definition

General description of behaviorGeneral description of behavior Billy leaves his seat without Billy leaves his seat without

permission while I am teaching class permission while I am teaching class as a wholeas a whole

Target behavior definitionTarget behavior definition Leaving seat without permission Leaving seat without permission

during whole group instructionduring whole group instruction No body parts touching desk or seat No body parts touching desk or seat

Verbal DefinitionVerbal Definition

Student makes vocal verbal Student makes vocal verbal response that is non-content response that is non-content related, out of turn, and directed related, out of turn, and directed at another person in relation to at another person in relation to othersothers’’ academic ability, social academic ability, social skills, family, or personal skills, family, or personal characteristics.characteristics.

Accuracy Definition Accuracy Definition

Measurement of the target behavior Measurement of the target behavior is the percentage of correct is the percentage of correct responses. A correct response responses. A correct response includes factual and complete includes factual and complete responses that correspond to the in-responses that correspond to the in-class task or assignment. A correct class task or assignment. A correct answer can take a variety of forms answer can take a variety of forms including, letters, numbers, words, including, letters, numbers, words, mathematical symbols, punctuation mathematical symbols, punctuation marks, circling, etc. marks, circling, etc.

Off-TaskOff-Task StudentStudent’’s work is out of his visual field for s work is out of his visual field for

more than 3 consecutive seconds during all more than 3 consecutive seconds during all occasions except those beyond his control occasions except those beyond his control (e.g. teacher took it away, hasn(e.g. teacher took it away, hasn’’t been t been handed out yet, waiting for help from an handed out yet, waiting for help from an adult). adult).

Student is conversing with someone other Student is conversing with someone other than an adult. The only exception to this is than an adult. The only exception to this is when the student is talking to someone else when the student is talking to someone else that is engaged in the same task and none of that is engaged in the same task and none of the other criteria for off-task behaviors have the other criteria for off-task behaviors have been met. been met.

Physical AggressionPhysical Aggression

Physical Aggression: Kicking, Physical Aggression: Kicking, hitting, pushing, or head butting hitting, pushing, or head butting any staff, peer, property, or self.any staff, peer, property, or self. Kicking, Hitting, Head-Butting:Kicking, Hitting, Head-Butting:

Forceful contact made by the studentForceful contact made by the student’’s s foot, arm, hand, or head towards any foot, arm, hand, or head towards any staff, peer, property, or self.staff, peer, property, or self.

Pushing:Pushing: Making contact with the palm Making contact with the palm of the hands on any staff, peer, or of the hands on any staff, peer, or property resulting in the movement of the property resulting in the movement of the property or person.property or person.

Productivity DefinitionProductivity Definition

Jason will increase his math Jason will increase his math productivity by attempting math productivity by attempting math problems. An attempt will be problems. An attempt will be recorded if an answer is content recorded if an answer is content related and is given in the form of a related and is given in the form of a written answer on paper, on dry written answer on paper, on dry erase board, whispered, or erase board, whispered, or verbalized.verbalized.

Dimensions of BehaviorDimensions of Behavior FrequencyFrequency: Number of times a response : Number of times a response

occursoccurs

DurationDuration: Length of time to complete a : Length of time to complete a response or total amount of time that a response or total amount of time that a response occursresponse occurs

RateRate: Number of occurrences per unit of : Number of occurrences per unit of timetime

Latency: Latency: Amount of time it takes to begin Amount of time it takes to begin a behavior once an antecedent is presenta behavior once an antecedent is present

MagnitudeMagnitude: Amount, amplitude, intensity, : Amount, amplitude, intensity, force of a responseforce of a response

Frequency RecordingFrequency Recording

Behaviors that are well-defined are Behaviors that are well-defined are easily recorded with this strategyeasily recorded with this strategy

Behaviors that are brief and discreteBehaviors that are brief and discrete Simple numerical count is sufficient, Simple numerical count is sufficient,

but recording the time period in but recording the time period in which the behavior occurred is which the behavior occurred is criticalcritical

If observation sessions vary in length If observation sessions vary in length convert data to rate (# of convert data to rate (# of behaviors/time)behaviors/time)

Duration RecordingDuration Recording

If the length of the response is the If the length of the response is the major characteristic duration may be major characteristic duration may be the best dimension to recordthe best dimension to record

Monitored by any watch or clock Monitored by any watch or clock Record cumulative time of a target Record cumulative time of a target

behaviorbehavior Total duration is more convenient, Total duration is more convenient,

duration per occurrence is more duration per occurrence is more accurateaccurate

RateRate

Frequency of TB divided by the Frequency of TB divided by the number of minutesnumber of minutes

Useful when observation periods are Useful when observation periods are not constant and vary in durationnot constant and vary in duration

Recommended when reporting the Recommended when reporting the number of times behavior occurred number of times behavior occurred unless the observation periods are unless the observation periods are constantconstant

Latency RecordingLatency Recording

Start a timer when the cue (e.g., Start a timer when the cue (e.g., verbal instruction) is presented and verbal instruction) is presented and stop the timer when the student stop the timer when the student complies with the requestcomplies with the request

Often the goal is to decrease latencyOften the goal is to decrease latency For students who are impulsive, For students who are impulsive,

teaching them to increase latency teaching them to increase latency might be an effective toolmight be an effective tool

MagnitudeMagnitude

Force or strength of a behaviorForce or strength of a behavior Aggression, temper tantrums, verbal Aggression, temper tantrums, verbal

responses, noises and body movementsresponses, noises and body movements Crying – frequency and duration the Crying – frequency and duration the

same, but magnitude may decrease same, but magnitude may decrease from a scream to a whimperfrom a scream to a whimper

Suppose Suppose You want to evaluate the You want to evaluate the

effectiveness of your efforts to effectiveness of your efforts to teach your students the leisure teach your students the leisure

skill of bowling… skill of bowling…

MeasurementMeasurement

What are some characteristics of What are some characteristics of interest you might want to address?interest you might want to address?

FrequencyFrequency Number of times a discrete response Number of times a discrete response

occurs in a standard observation period occurs in a standard observation period Repetition of one topography is usually Repetition of one topography is usually

the salient dimensionthe salient dimension

Example: Number of times per game Example: Number of times per game student selects the correct bowling ball student selects the correct bowling ball to throw to throw

RateRate Frequency of response per unit of Frequency of response per unit of

time time Used when duration of observation Used when duration of observation

period variesperiod varies

Example: Number of times per minute Example: Number of times per minute student makes positive comment student makes positive comment related to team membersrelated to team members’’ bowling bowling performance.performance.


LatencyLatency Time to onset of response Time to onset of response Every instance of behavior can be Every instance of behavior can be

located in time with respect to other located in time with respect to other events.events.

Example: The time that elapses from Example: The time that elapses from when it is studentwhen it is student’’s turn to bowl and s turn to bowl and when he picks up the bowling ball.when he picks up the bowling ball.


MagnitudeMagnitude Amount, amplitude, intensity, or force Amount, amplitude, intensity, or force

of a response of a response Usually addressed in definition (i.e., Usually addressed in definition (i.e.,

what constitutes a minimal what constitutes a minimal response).response).

Example: Force of throwing bowling Example: Force of throwing bowling ball (enough to make it to the pins).ball (enough to make it to the pins).


DurationDuration Length of time to complete a Length of time to complete a

response or total amount of time that response or total amount of time that a response occurs a response occurs

Example: Number of seconds to Example: Number of seconds to complete putting on bowling shoes complete putting on bowling shoes (removing and storing street shoes, (removing and storing street shoes, retrieving and putting on bowling retrieving and putting on bowling shoes, tying laces).shoes, tying laces).


Frequency = Number of times a Frequency = Number of times a response occursresponse occurs

Rate = Number of occurrences per Rate = Number of occurrences per unit of timeunit of time


Duration = Length of time to complete Duration = Length of time to complete a response or total amount of time that a response or total amount of time that a response occursa response occurs


Interval RecordingInterval Recording Requires your full attentionRequires your full attention Can observe several behaviors/students Can observe several behaviors/students

simultaneouslysimultaneously Effective for behaviors that occur too Effective for behaviors that occur too

frequently to count (hand flapping)frequently to count (hand flapping) Break the observation period down into Break the observation period down into

smaller intervals of equal lengthsmaller intervals of equal length Observe whether the behavior occurs or Observe whether the behavior occurs or

does not occur during the intervaldoes not occur during the interval Whole interval (occurs the entire time) or Whole interval (occurs the entire time) or

partial interval (any occurrence at all)partial interval (any occurrence at all)

Time samplingTime sampling Useful if you want to Useful if you want to ‘‘samplesample’’ behaviors behaviors

across an extended time period or settingsacross an extended time period or settings Similar to interval, but the intervals are Similar to interval, but the intervals are

much longer, are less frequent and may be much longer, are less frequent and may be variablevariable

For example; For example; 5-min sample from 1 hour, one sample every 5-5-min sample from 1 hour, one sample every 5-

minmin Momentary-time samplingMomentary-time sampling

Rate the occurrence/non-occurrence of the Rate the occurrence/non-occurrence of the target behavior following a specified intervaltarget behavior following a specified interval

Whole Interval RecordingWhole Interval Recording

Record + if behavior occurs for entire duration of interval

Continuous measure


+ + 0 0 0 +


Continuous measure

+ + 0 0 0 +3 / 6 = 50 %

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Continuous measure


+ + 0 0 0 +

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Continuous measure

1 / 3 = 33%

3 / 6 = 50 %

Partial Interval RecordingPartial Interval Recording

Record + if behavior occurs during any part of interval

Continuous measure


+ + + + +


Continuous measure

5 /6 = 83%


+ + + + + +


Continuous measure

5 / 6 = 83 %


+ + + + + +

+ + +


Continuous measure

3 /3 = 100 %

5 / 6 = 83 %

Momentary Time Sample (MTS) Momentary Time Sample (MTS) RecordingRecording

Record + if behavior occurs at end of interval

Continuous measure


+ + + 0 0 +


Continuous measure

4/6 = 66%


+ + + 0 0 +


Continuous measure

4 / 6 = 66%


+ + + 0 0 +

+ 0 +


Continuous measure

2/3 = 66%

4 / 6 = 66%

Which recording procedure yielded Which recording procedure yielded the most sensitive measure of the most sensitive measure of

behavior in this situation?behavior in this situation?

Continuous measure

10-s 10-s intervalinterval

20-s 20-s intervalinterval

Whole IntervalWhole Interval 50 %50 % 33 33 %%

Partial IntervalPartial Interval 80 %80 % 100 100 %%

MTSMTS 66 %66 % 66 %66 %

Accuracy of Observation Accuracy of Observation and Measuresand Measures

Reactivity: changes in behavior of person Reactivity: changes in behavior of person being observedbeing observed

Observer drift: gradual shift by the Observer drift: gradual shift by the observer of understanding of the target observer of understanding of the target behaviorbehavior

Recording procedure: procedure selected Recording procedure: procedure selected to measure the dimensions of a behavior to measure the dimensions of a behavior (duration)(duration)

Observer expectancy: expectations teachers Observer expectancy: expectations teachers have about the children they observehave about the children they observe

Personal values/bias: social, cultural, or Personal values/bias: social, cultural, or religious values that affect teacherreligious values that affect teacher’’s s perception of behaviorperception of behavior

Data Collection AidsData Collection Aids

Pocket counting: transfer pennies Pocket counting: transfer pennies from one to anotherfrom one to another

Empty jar: drop pennies into jar Empty jar: drop pennies into jar each time TB occurs (take out each each time TB occurs (take out each time TB occurs)time TB occurs)

Masking tape on the wrist: names on Masking tape on the wrist: names on the tape and slash marks next to the tape and slash marks next to name when TB occursname when TB occurs

Reliability of Reliability of ObservationsObservations

Reliability: refers to accuracy of data Reliability: refers to accuracy of data collected across observers (IOA)collected across observers (IOA)

Reliability for:Reliability for: Frequency countsFrequency counts Duration and latencyDuration and latency Interval recording and time sampling Interval recording and time sampling

(see book for each formula)(see book for each formula)

Recording ObservationsRecording Observations

Permanent product recording: Permanent product recording: materials that are produced as a materials that are produced as a result of behaviorresult of behavior

Data collection form: prepared sheet Data collection form: prepared sheet of paper used to record raw data of paper used to record raw data during observationsduring observations

Coding system: list of codes added Coding system: list of codes added to the data sheet that assists to the data sheet that assists teachers in efficiently recording TBteachers in efficiently recording TB

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Cumulative GraphsCumulative Graphs


Bar GraphsBar Graphs

Baseline and Baseline and InterventionIntervention

Baseline: refers to the measurement Baseline: refers to the measurement of the TB prior to implementation of of the TB prior to implementation of any interventionany intervention

Collect baseline data until data is Collect baseline data until data is stablestable

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T bs and_dc_449

Education

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