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. Anecdotal: Telling the Story

2. 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 targetedWhen: 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. Discuss Juan’s behaviors on the

ABC chart

2. Select the data collection method that works for the behavior

3. 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. Meaningful and relevant to the behavior

2. Unobtrusive as possible3. Respect the dignity of the

student and the student’s age4. Promote independence5. 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?