Data Collection for Problem Behaviors

Edward Clousereclouser@esc4.net

713.744.6562

Region 4 ESChttp://r4analyzingbehavior.wikispaces.com/

I Have to Do WHAT??

When to Collect Data Beginning/Baseline

Examine student performance prior to intervention May include interventions currently in place

During Interventions Current performance with intervention(s) in place Results can be compared to baseline data

Post-Intervention Evaluate maintenance & generalization of skills

If new problem behavior(s) occur

Define Target Behavior(s) Operational Definition: An operational definition is an accurate and

clearly stated description of behavior. It should be observable and measureable, and should be agreed upon by those involved in changing the behavior.

Other features: Has a clear beginning & ending Is repeatable

Operational Definition ExamplesBehavior Operationally DefinedTalking Out Student speaks without raising hand or waiting

to be called on when teacher asks a question.

Lazy Student lays head down during class on desk when worksheets are given.

Aggressive Student kicks staff & peers during recess when he is approached

Social Skills Initiates and maintains conversations for at least 1 minute

Self-esteem Positive self-statements made to othersProperty

destructionThrows, knocks over, or breaks property

Data Collection Methods Who will be collecting it?Where will it be collected? How often? Permanent products Data Sheets Data notebook Clipboard Video

Indirect AssessmentUses interviews, checklists, or rating scales from people familiar with the student. Student is not observed.

Functional Analysis Screening Tool (FAST) Iwata & DeLeon (1996)

Motivation Assessment Scale (MAS) Durand & Crimmins (1992)

Functional Assessment Checklist for Teachers and Staff (FACTS)

March, Horner, Lewis-Palmer, Brown , Crone, Todd & Carr (2000)

Functional Assessment Interview (FAI) O’Neill et al., (1997)

Direct AssessmentInvolves direct observation of behavior, made under naturally occurring conditions.

o A-B-Co Frequencyo Durationo Interval o Latency

Frequency & Rate Frequency: Tally of number of occurrences Rate: Number of occurrences per unit of time When to Use:

Evaluating changes in responding Clear beginning & end to behavior Short duration Considering increasing or decreasing occurrences

When Not to Use: Behavior occurs at very high rate (i.e., pencil taps) Occurs for extended periods of time (i.e., out of

seat)

Collecting Frequency Data

Data Sheet: Hand clicker/counter Masking tape Paperclip pocket switch Rubberband Index card

Duration Definition: Amount of time the

the behavior occurs.

When to Use: Primary concern is length of time Total time or time per occurrence ↑ ↓ time behavior occurs Clear beginning & end

Collecting Duration Data Data Sheet:

Duration per occurrence / Total Duration ?

Timer / Stopwatch

Personal watch

Classroom clock

Smartphone

Duration Strengths• Easy to collect• More accurate• Gives better global picture:

• # of occurrences & time

Weaknesses• Behavior has to have clear

beginning & end• Difficult for high rate behaviors

Interval DataDocuments whether a behavior occurred during a particular time period (a.k.a. “interval”)

Recommended length of intervals: 30 seconds1-minute maximum

Data leads to a %Example: % of time on-task

Collecting Interval Data Data Sheet (3 options):

Whole Interval Partial Interval Momentary Time

Sampling Timer / Stopwatch Personal watch Classroom clock Smartphone MotivAider

Gym Boss

Wobl Watch

Whole Interval1. An observation period is divided into equal

time intervals

2. Record behavior if present the entire interval:a. Is occurring at the beginning of the intervalb. Continues throughout the intervalc. Is occurring at the end of the interval

Option A

Option B

+ + - + - + + - + -

Y Y N Y N Y Y N Y N

Whole Interval 3. Calculate % of

intervals behavior occurred in

Weaknesses Underestimates

Total # √ ‘s ÷ total # intervals X 100 = ____%

Partial Interval1. Observation period divided into equal time

intervals

2. Record behavior if occurring any time during the interval

Option A

Option B

+ + - + - + + - + -

Y Y N Y N Y Y N Y N

Partial Interval 3. Calculate % of

intervals the behavior occurred in

Weaknesses Only estimates

behavior’s frequency Overestimates

Total # √ ‘s ÷ total # intervals X 100 = __%

Momentary Time Sampling1. Observation period divided into equal time

intervals

2. Observer records behavior if occurring at end of interval

Option A

Option B

√ √ X √ X √ √ X √ X

Y Y N Y N Y Y N Y N

Data Sheet

Momentary Time Sampling3. Calculate the

percentage of intervals the behavior occurred in

Strengths Collect data on multiple

students at once No continuous

observation Best for continuous or

long duration behaviors Weaknesses

Misses behavior instances

Not recommended for low frequency, short duration behaviors

Underestimates

Total # √ ‘s ÷ total # intervals X 100 = ____%

Latency Measure of elapsed time from when an instruction is given &

when the student responds/complies. “Please sit down” Student sits

Other examples: Time between a question & the student’s response Time between being shown a word and pronouncing it

To decrease: Delay in following directions, delay in responding to others

To increase: Incorrect answers (not waiting for question/direction to be

finished), retaliation without think time

42 seconds

Latency

Antecedent-Behavior–Consequence (A-B-C)

• Direct observation to describe relationship between behavior (B) & events occurring before & after

A = AntecedentB = Behavior C = Consequence

• Recorded only when a behavior of interest occurs, such as non-compliance

• Be specific & objective, avoiding emotional terms, such as “upset.”

Setting Events Immediate circumstances that influence whether

or not an antecedent (A) will result in the target behavior (B)

Includes: temperature, health-related, location, person involvedSetting Event Antecedent

(A) Behavior (B) Consequence

(C)Chris doesn’t eat breakfast at home

Peer puts toast on table

Student takes and eats toast

a)Finishes toastb)Toast removed

Student had breakfast at home today

Peer puts toast on table

Student does not grab for food

Given book to read while peers eatSetting Event Antecedent

(A) Behavior (B) Consequence

(C)Campus assembly in cafeteria

Teacher asks Chris to sit down

Refusal; attempts to leave cafeteria

a)Redirection (chair)

b)Removal from C.

In life skills classroom

Teacher asks Chris to sit down

Sits Verbal praise; Teacher gives sensory toy

ABC ExamplesSetting Event

Antecedent (A) Behavior (B) Consequence (C)

In Math class Teacher asks student to begin quiz

“I hate you,” crawls under desk

Assignment given for homework

Recess on playground

Peer takes frisbee from activity bin

Grabs frisbee from peer, pushes student to ground

Sit out remainder of recess

Setting Event

Antecedent (A) Behavior (B) Consequence (C)

Life Skills Class “Put the ball away please”

Screamed (15s); Threw ball at teacher

No comment; put ball in desk drawer

Life Skills Class T. puts ball in desk drawer

Student opens drawer, grabs for ball

T. blocks desk drawer; redirect to sit

Consequences can become antecedents that

trigger additional behaviors

Data Collection: How Long? It depends… Typically collect until

data are stable Three or more data

points generally needed

Variability? Unsafe or extreme

behaviors, waiting for data to stabilize may not be possible

Why Graph Behavior Data?

Summarizes information over days/weeks, versus looking through stacks of data sheets

Displays the effectiveness of an intervention

Encourages independent judgment & interpretation

Apps

R+ Reminder ($1.99): Similar to MotivAiderhttps://itunes.apple.com/us/app/r+remind/id411724921?mt=8  Elapsed (free): Set multiple timers at oncehttps://itunes.apple.com/us/app/timers-elapsed-multiple-timer/id427926864?mt=8  Time Timer ($2.99): Like the device, gives visual display of time

passinghttps://itunes.apple.com/us/app/time-timer/id332520417?mt=8  Repeat Timer ($1.99): Set up to 3 separate repeating timershttp://www.repeattimerapp.com/

Online Resources The Iris Center

http://iris.peabody.vanderbilt.edu/ T.A.R.G.E.T.

http://www.txautism.net/target-texas-autism-resource-guide-for-effective-teaching

Evidence-Based Practices Briefs http://autismpdc.fpg.unc.edu/content/briefs

Questions?