Connecting data to Behavior Intervention

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Connecting Data
Collection to the
Behavior
Intervention Plan
Hartford Public Schools
Special Education Department
2006-2007
Three Ps…



Purpose: To demonstrate ways to collect
data, maximizing the effectiveness of the
BIP;
Process: pre-test/post-test; hand-outs, case
study situations, Q & A;
Pay-off: Educators will develop skills in
collecting data to increase appropriate
behavior while monitoring the effectiveness
of the BIP;
Pre-test: True or False?
1. Most behaviors can be recorded
and analyzed.
 2. Most behaviors have a purpose.
 3. Two types of data collection are
anecdotal and frequency counting.

Basic Questions to Ask




1. When is the student engaging in the
problem behavior?
2. What events or factors contribute to the
behavior?
3. What is the student communicating
through the behavior?
4. When is the student most successful and
not engaged in the problem behavior?
Three Categories of
Behaviors
Passive: Fear of Relationships and
Fear of Failure
 Aggressive: Hostile, Oppositional,
Covert
 Attention: Hyperactive, Inattentive

Functions of Behavior

To obtain or get:
– Attention
– Power
– Control

To escape or avoid:
–
–
–
–
Work
Consequences
Responsibility
Feeling Anxious
To control:
Antecedent Stimuli
 To obtain or
reduce:
Sensory stimulation
 To get help:
Learned
Helplessness

Antecedents, Behaviors and Consequences
Antecedent /
Situation
What occurred just
BEFORE the
behavior?
Problem Behavior
What did the
student do?
Describe actions.
Consequence
What did the staff
do? What happened
immediately after the
behavior?
Case Study: Juan
Read
 Discuss ABC’s with colleague or small
group near you
 Record the antecedent and
consequence only on attached chart
 Present to group

Data Collection Made
Easy
1.
2.
Anecdotal: Telling the Story
Frequency: Counting Behaviors
using paper clips, tally marks, or
graphs
ANECDOTAL RECORDING:
description of behavior and the
events surrounding that behavior
Who: professionals and peers
 What: identifies and defines the
behavior targeted
When: time, activity, specific period
 Where: room, setting, space
 Why: what happened immediately after
the behavior

FREQUENCY RECORDING




Use for behavior that is:
-easy to observe
-of consistent duration (do not use with tantrums)
-of short duration (i.e. out of seat)
-low frequency (do not use for pencil tapping or
facial ticks)
Examples:
*Verbal aggression
*Inappropriate language
*Late to Class
*Work samples
Activity 2:
Event Recording or
Frequency Counting?
1.
2.
3.
Discuss Juan’s behaviors on the
ABC chart
Select the data collection method
that works for the behavior
Decide how you could easily
measure the behavior through a data
collection strategy
Activity 3: Independent
Practice




Use the next two scenarios to practice data
collection;
Use the Anecdotal Recording Form for
Scenario 1; Use an event recording form for
scenario 2;
Record the behaviors as you see them;
Discuss your data with colleague or group
Carlos: Seeking
Attention






Grade 6 English class of 25 students
Gets out of seat, calls out, makes negative
comments during instruction, drops pencil
when he is supposed to start writing
May start task at beginning of period, but
rarely finishes
Last to walk into class, slightly late
Responds to praise
Security guard walks in and out of class
The Rules of Data
Collection
1.
2.
3.
4.
5.
Meaningful and relevant to the
behavior
Unobtrusive as possible
Respect the dignity of the
student and the student’s age
Promote independence
Foster peer acceptance
Post-test: True or
False?
1. Most behaviors can be recorded
and analyzed.
 2. Most behaviors have a purpose.
 3. Two types of data collection are
event recording and frequency
counting.

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 10
10. Student praised
privately
9. Whole class praised
8. Student praised by
other students
7. Student praised in front
of other students
6. Student’s work
displayed




5. Student’s name
mentioned in assembly
4. Student receives
positive comment on
written work
3. Parent informed
about good behavior
2. 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)
Time to Reflect…
What did you learn today that you did not know
before?
What will you use in school tomorrow?
What additional training would be helpful in utilizing
this information?
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