Teachers often feel that they only have 4 options in dealing .ppt

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1、Teachers often feel that they only have 4 options in dealing with behaviors. Ignore the problem and hope it goes away Refer the student/s to an assistant principal Call the students parents and ask for help Apply a consequence, such as detention or some other punishment,Defining the target behavior,

2、Observable Measurable Clear and concise Complete,Procedures for Collecting Data,Steps in the behavior change process select target behavior collect and record baseline data identify reinforcers implement interventions, collect and record intervention data evaluate the effects of the intervention,Sel

3、ect the target behavior,The target behavior is the behavior to be changed or modified. The target behavior may be an existing behavior that needs to be increased or decreased or a non-occurring behavior. Considerations of target behavior; type of behavior, frequency of behavior, duration of behavior

4、, intensity of behavior,Hawthorne Effect,Have already discussed this project with your subjects. That means when you collect your baseline data that it has been compromised. People will do better (or worse) than typical if they know. so the baseline data is not valid.,Factors,danger to individual or

5、 others frequency duration behavior will produce higher level of reinforcement for individual than other behaviors impact of behavior on skill development if learning the behavior will reduce the negative attention that the individual receives if learning the behavior will increase reinforcement for

6、 others in the individuals environment difficulty (time and energy) to be expended to change behavior cost involved in changing behavior,Order of priorities,Behaviors that risk the childs life Behaviors that risk the childs continuing to live with the family Behaviors that limit the childs participa

7、tion in special education Behaviors that limit the childs adaptation to the community outside home and school,Infrequent behaviors,Some behaviors occur so infrequently that they do not require a formal program for example: annual 2 minute tantrum occasional reading reversal infrequent falling out of

8、 his seat monthly bus-missing behavior,Behavior change directions,Increasegroup participation, in-seat behavior, interactions with peers, typing skills, reading rate, number skills, study skills,Decrease verbal outbursts, inattentiveness, use of four letter words, food intake, smoking, talking durin

9、g study period, spelling errors,Target behavior selection,select only one behavior analyze behavior for frequency, duration, intensity and type is behavior to be decreased or increased (direction of behavior change) is the behavior observable is the behavior measurable in numeric terms describe the

10、behavior in precise, descriptive terminology,Ask yourself?,Can you count the number of times the behavior has occurred in a given amount of time? Can you describe the target behavior so that someone who is unfamiliar with what you are doing will know exactly what to look for? Have you broken down th

11、e behavior down to its smallest components Is the definition valid? Can every instance of the behavior be captured? Is the definition reliable? Can two or more observers record the same occurrences and non-occurrences of the behavior?,Behavioral Dimensions,FREQUENCY The number of times a behavior oc

12、curs. When determining frequency of occurrence of a behavior, we count the number of times the behavior occurs within an observation period.,RATE frequency expressed in ratio with time can compare frequency data in non-standardized observation periods or opportunities to respond. Rate is calculated

13、by dividing the number of times a behavior occurred by the length of the observation period.,Duration a measurement of how long a behavior lasts Duration is important when the concern is not the number of times a behavior occurs but how long,Latency length of time between instructions to perform it

14、and the occurrence of the behavior Latency is relevant when the concern is not how long it takes a student to do something, but how long it takes to begin to do it,Topography what the behavior looks like topography describes a behaviors complexity or its motor components. It may involve many behavio

15、rs performed together.,Force the intensity of the behavior,Locus describes where it occurs, either in the environment, or on the individuals body. Locus describes the target of the behavior or where in the environment the behavior is taking place,Project 2,For the purpose of project 2 - we will be u

16、sing behavioral dimensions. frequency rate duration latency topography force locus,Project 2:,Identify and define a target behavior students will identify a target behavior of the selected participant to increase. The target behavior must be observable. Identify the DIMENSIONS of the target behavior

17、 and define it so it can be measured reliably. Tell why you chose this behavior for the participant. How will increasing the behavior make a difference in the life of the participant?,Three general categories of collecting data for behavioral information,Reviewing and analyzing written reports Obser

18、vation Recording a sample of the behavior as it occurs,Methods of obtaining information Interviewing the student Interviewing others Testing the student Directly observing the student,Issues in assessment,What people say vs. what they do Tolerance levels Ecological factors Reactivity to assessment,R

19、ecording systems,Permanent product - outcomes of behavior Observational recording systems event recording - counts interval recording - counts time sampling - counts duration - temporal latency - temporal,Permanent Product,Recording tangible items or environmental effects that result from a behavior

20、; for example written academic work,80% Correct Spelling Test Tangible Environmental Behavior Academic,Event recording,Recording a tally or frequency count of behavior as it occurs within an observation period; an observational recording procedure,Assignments Day Due Completed 1 5 / 2 6 / 3 6 /17 9,

21、Interval recording,An observational recording system in which an observation period is divided into a number of short intervals. The observer counts the number of intervals when the behavior occurs,+,-,+,+,-,-,-,+,+,+,+,-,Number of intervals attending Total number of intervals,Time sampling,An obser

22、vational recording system in which an observation period is divided into equal intervals; the target behavior is observed at the end of each interval,40 Minutes,+,-,+,-,+,+,-,-,+,+,Number of intervals on task _ Total number of intervals,Duration,Recording the amount of time between the initiation of

23、 a response and its conclusion; an observational recording procedure,Observation time: 11:00 11:30Duration Min. Start Stop 11:04 11:08 4 11:11 11:16 5 11:21 11:23 2 11:26 11:30 4,Latency,Recording the amount of time between the presentation of the cue and the initiation of a response.,Latency Signal

24、 Begin (Minutes) 11:02 11:05 3 11:03 11:06 3 11:01 11:02 1 11:04 11:07 3 10:59 11:01 212,Figures,4-3 Observational data collection systems pg 107 Figure 4-23 Selected observational recording procedures pg 131,FACTORS,Reactivity - presence of an observer Observer drift - change the stringency of oper

25、ational definitions Complexity - observational coding system Expectancy - bias interpretation of results,Recording sheets,Develop a recording sheet for your baseline data collection.,Graphing Data,Graphs should be simple and uncluttered Purposes for graphs: means for organization formative & summati

26、ve program evaluation vehicle for communication commonly used to display data in a serial manner across duration of instruction or intervention,Simple Line Graph,Set of boundaries axes x-axis - abscissa, horizontal y-axis - ordinate, vertical Axes are drawn in a ratio of 2:3 If y = 2, then x = 3,Abs

27、cissa,The x-axis serves as the boundary of the graph. Shows how frequently data were collected during the period represented on the graph. The right boundary of the graph ends at the last session. Horizontal line bottom boundary,Ordinate,Vertical line serves as the left-hand boundary of the graph. T

28、he label identifies the target behavior and kind of data that is being reported.,Simple line graph,Definitions,Ordinate scale - scale on the y axis, used to record the performance of the target behavior, ALWAYS begins with zero Scale break - when the ordinate scale is not continuous, it is permissib

29、le to begin the scale at zero, draw two horizontal lines between the first and second lines on the graph paper, & label the 2nd line 50%.,Data Point,Each data point is individually plotted. The placement or value does not affect the placement or value of the next data point. Small geometric forms, s

30、uch as circles, squares, or triangles are used to represent the occurrences of the target behavior during a specific time segment.,Data Path,When a solid line is drawn connecting the data points, it forms the data path. A single geometric shape is used to represent each point on a single data path.

31、When more than one path is represented - each path is represented by a different geometric shape. No more than 3 different paths should be plotted on a single graph. Continuity break- 2 parallel hash marks are placed on the data path to indicate a break in the sequence of the intervention,Student id

32、entification,the name of the student(s) is placed in a box in the bottom right hand corner of the page of the graph.,Permanent Product Data,number of items or percentage of terms resulting from behavior % of correct responses can be calculated by dividing the number of correct responses by the total

33、 number of responses and multiplying the result by 100. Ex. % of correctly spelled words, # of math problems completed,Event Data,May be recorded as # of occurrences of a behavior if the amount of time is consistent across sessions # of correct or a % if there are a consistent # of opportunities to

34、respond a % correct if the # of opportunities to respond varies,Rate Data,Required when concerned about accuracy and speed Rate data reflect fluency of performance and allow judgements about the development of proficiency. If the responding varies from session to session, rate must be calculated so

35、that the data can be compared. See figure 5-6, p. 149,Interval and Time Sampling,Reported as the number or percent of total observed intervals during which the behavior occurs (usually reported as %). Interval data is usually divided into short segments of time, if the targeted behavior occurred any

36、 time within that interval, it is counted. Time sampling data is divided into periods of time, and behaviors are counted if they occur at the end of the interval.,Duration Data,Reported as the number of minutes or seconds it takes a student to complete a behavior or as how much of a specified period

37、 of time a student spent engaging in a particular behavior.,Latency,Reported as the number of minutes or seconds that elapse before a student initiates a behavior following a request for the behavior to be performed or for a natural occasion for its performance to occur.,Conditions,Phases of an inte

38、rvention during which different approaches or techniques are used. Baseline: current level of behavior Intervention: by drawing a dashed line between the last session of one condition and the beginning of another. Data points are not connected across conditions.,Vertical dashed line,runs from the to

39、p of the graph to the bottom of the graph this line is drawn between the last session of one condition and the first session of the next remember data points are not connected across conditions a brief descriptive condition label is placed above the data path for each condition,Cumulative graphs,pre

40、sents an additive view of a behavior across sessions, providing a count of the total number of responses. a steep slope indicates rapid responding, a gradual slope indicates slow responding, and a plateau or straight line indicates not responding,Cumulative graphs,provides a continuous line with a s

41、lope that indicates the rate of responding steep slope - indicates rapid responding gradual slope - indicates slow responding plateau - indicates no responding (straight line),Baseline data,Joshuas hitting behavior Time M T W T F Total 9-9:10 / / / / 4 9:30-40 / / / / / 6 10-10:10 / / / / / 9 10:30-

42、40 / / / / / 13 Day total 7 6 7 7 5,Joshua baseline data,Frequency of hitting behavior,Baseline,Intervention,Joshua baseline data,Frequency of hitting behavior,Baseline,Intervention,Bar graph - histogram,a bar graph uses vertical bars rather than data points and connecting lines to indicates perform

43、ance each vertical bar represents one observation period height corresponds with a performance value on the ordinate summarize student performance data,Trend lines - step 1,Divide the number of data points in half by drawing a vertical line down the graph,Line is drawn between sessions 5 & 6,Trend l

44、ines - step 2,On the left half of the graph, find the mid-session and draw a vertical line,Line is drawn at session 3,Trend lines - step 3,On the left half of the graph, find the mid-performance point and draw a horizontal line.,Draw line at mid-performance point,Trend lines - step 4,Repeat steps of

45、 2 and 3 on the right half of the graph.,Trend lines - step 5,Draw a line connecting the intersections of both halves of the graph. THIS IS THE TREND LINE,Purpose of single subject designs,to demonstrate experimental control to show intervention effects,Aspects of single subject designs,Comparisons

46、made between conditions must have an intervention to use single subject design more than one person or group can be included in the intervention,Types of single subject designs,AB ABAB or reversal Multiple baseline across settings across subjects across behaviors,Variable,Refers to any number of fac

47、tors involved in research dependent variables-behavior being targeted for change independent variable-intervention being used to change behavior Functional relationship - trying to demonstrate a cause-effect relationship between dependent and independent variables,Baseline data,Quantitative data col

48、lected before the behavior change intervention has been implemented. Process of collecting pre-intervention or baseline data can be referred to as a functional assessment Baseline data should be stable (provides a representative sample),Functional behavioral assessment,Identification of antecedent a

49、nd consequent events, temporarily contiguous to the behavior,which occasion and maintain the behavior Baseline data provide the foundation on which the behavior change process is established.,Trend,Indication of direction in the performance of the behavior usually 3 successive data points in the same direction no trend increasing trend decreasing trend,Experimental Control,Experimental control - changes in the dependent variable are related to manipulations of the independent variable Confounding variables - conditions that are not controlled by the teacher,