What is Behavior?What is Behavior?

Any observable and measurable act of an Any observable and measurable act of an individual (also called a response)individual (also called a response)

Dead Man’s TestDead Man’s Test

Must be able to see (or hear, feel or smell)Must be able to see (or hear, feel or smell)

Behavior can also be covert Behavior can also be covert (private or internal) activities that (private or internal) activities that

cannot be readily observedcannot be readily observed These occur “within one’s skin” Needs special instruments to detect If you take a test you might be nervous you

might fail. Is this a behavior?

Terms like ‘honest’, ‘carefree’, ‘hardworking’, ‘unreliable’, and ‘unsociable’

Are summary labels for human actions but do not refer to specific behaviors.

ExamplesExamplesAggression Aggression toward otherstoward others

TantrumsTantrums Property Property DestructionDestruction

OtherOther

HittingHitting CryingCrying Turning over the Turning over the furniturefurniture

Leaving AreaLeaving Area

ScratchingScratching WhiningWhining Writing on furnitureWriting on furniture SwearingSwearing

KickingKicking ScreamingScreaming Throwing objectsThrowing objects

BitingBiting Dropping to floorDropping to floor

Throwing objectsThrowing objects

Why is it important?Why is it important?

It is important so teachers can measure and verify that behavior is happening

Can see change in a behavior, either increased or decreased

Can document to others

Can be consistent when communicating

Educational GoalsEducational Goals(long term objectives)(long term objectives)

Are statements of ANNUAL program intent

The big picture for the year

Short-term or behavioral objectives is how are we going to get there

ExampleExample

Goal: more general statement Jerry will master basic division skills at the 4th

grade level

Behavioral objective or STO much more specific When presented with an math worksheet,

Jerry will complete 2-digit division problems with 90% accuracy.

How to set goalsHow to set goals

Obtain information from others, teachers, caregivers (don’t forget the student)

Identify level of performance in former and current environments

Assessments Observation Probability of achievement

Behavioral ObjectivesBehavioral Objectives

“short-term goals’ statements of actual instructional intent (usually 3-4 months)

It describes the intended outcomes of instruction not the procedures for accomplishing those outcomes

Why Use Behavioral Obj?Why Use Behavioral Obj?

Agreement among school personnel and parents

Better communicate what the goal of learning is

A clearly stated target of instruction facilitates effective programming and the selections of instructional strategies

IDEiA

Help evaluate progress and provide precise evaluation of instruction

WHO will do WHAT, under what CIRCUMSTANCES, to what SUCCESS

ComponentsComponents

Learner Target behavior Conditions of intervention Criteria Generalization Aim Date As judged by… (classroom staff) As measured by… (checklists, observations)

WHO will do WHAT, under what

CIRCUMSTANCES, to what SUCCESS

Identify the learner: Juan will… Not Juan will be able to..

Identify the target behavior Use active, production verbs Stay away from know, understand, learn Can you count it and someone else identify it Directly observable, measurable, and repeatable

Operational DefinitionsOperational Definitions

Need to pinpoint a behavior For example “on task” behavior

Student is sitting in chair Eyes on paper Not engaging in inappropriate conversation with

peers around him/her Students is actively involved in task at hand (i.e.

writing on paper, cutting and pasting)

Conditions/CircumstancesConditions/Circumstances

Under what conditions will the behavior occur? Where/when will the behavior occur?

Teacher behavior- what will the teacher provide to increase behavior? (e.g., prompts, materials)

Examples: On a worksheet, when using flashcards In physical education class When given a verbal prompt

CriteriaCriteria

Depends on level of mastery desired Sets a standard for minimal acceptance Will be used to evaluate if the goal is met or

not Some tasks require 100% accuracy 85% of 10 problems in not appropriate Set ambitious but obtainable goals

How to determine criteriaHow to determine criteria

Consider the minimum level necessary to Consider the minimum level necessary to move on to the next skillmove on to the next skill

Is this task a prerequisite for another?Is this task a prerequisite for another?

Example: a student needs to hold a pencil Example: a student needs to hold a pencil before he/she can write lettersbefore he/she can write letters

Consider the minimum level necessary to perform the skill in the real world

Example: If a dad is in a rush in the morning and is not

willing to let their child dress her/himself it takes more than 15 minutes, then 15 mins. Becomes an important criterion to achieve

Consider the minimum level necessary for enjoyment and maintenance of the skill

Example: If reading is a very slow process, the student will be less likely to choose reading as a leisure activity and less likely to read.

Minimum level to ensure the skill is useful and enjoyable

Consider peer performance levels

Example: why expect a child who is being mainstreamed to sit in her/his chair quietly for 30 minutes when all the other kindergartners stay for 15 minutes before getting ‘squirrelly’?

AcquisitionAcquisition

Exhibiting the basic requirement of a the Exhibiting the basic requirement of a the new behaviornew behavior

Initial learningInitial learning 80% of opportunities80% of opportunities 90%accuracy90%accuracy 9 out of 10 times9 out of 10 times

FluencyFluency

Learning to perform a skill rapidly, at natural rates, or for more extensive periods of time Appropriateness of the rate at which the

student is accurate Time is a component (RATE)

Important because the acquisition of a behavior or skill may not be sufficient to ensure that the student will use the skill

MaintenanceMaintenance

Perform a response over time without reteaching Overlearning increases maintenance Distributed trials increases maintenance Not necessary to change the behavioral

objective to reflect maintenance but need to consider.

GeneralizationGeneralization

Expansion of a student’s capability of performance beyond those conditions set at initial acquisition

-various verbal or written instructions

-various materials

-various people

-various environments

When presented with single digit addition problems with sums to 18 (worksheet, flash cards, verbally), Joseph will provide the correct answer 100% of the opportunities.

Given a map or globe, Quint will name and locate the 7 continents for 8 out of 10 opportunities.

During 10 minute recess period, Sam will initiate a game with a peer at least 2 times for 3 out of 4 days.

When Karri attempts to go outside and is redirected to the work task, she will ask for a break instead of biting 100% of the opportunities.

What is wrong?What is wrong?

Given 10 sentences, Kim will copy each, Given 10 sentences, Kim will copy each, putting spaces between all words, within 3 putting spaces between all words, within 3 weeksweeks

When Stan becomes frustrated, he will ask When Stan becomes frustrated, he will ask to speak with the school psychologist, to speak with the school psychologist, instead of becoming verbally aggressive, 2 instead of becoming verbally aggressive, 2 out of 3 times in one dayout of 3 times in one day

Wayne will be able to write the letters of Wayne will be able to write the letters of his name 4 out of 5 trials, 100% of the timehis name 4 out of 5 trials, 100% of the time