1. 1 Measuring Behavior What about behavior? What about behavior? Must consider behavior difficulties just like we consider academic difficulties: Must consider behavior difficulties just like we consider academic difficulties: –Environment (School and Classroom) –Curriculum –Instruction –Learner What does this remind you of? What does this remind you of?

2. 2 Measuring Behavior After considering Environment, Curriculum, Instruction, Learner and a behavior still exists, it is time to determine the FUNCTION of the behavior After considering Environment, Curriculum, Instruction, Learner and a behavior still exists, it is time to determine the FUNCTION of the behavior Functional Behavior Assessment = Functional Behavior Assessment = Many times, the function of the behavior is related to the academic difficulties! Many times, the function of the behavior is related to the academic difficulties! Address both behavior and academics at the same time Address both behavior and academics at the same time Problem Solving

3. 3 Measuring Behavior Functional Behavior Assessment Functional Behavior Assessment –Provides an operational definition of behavior –Identifies events that are related to the behavior –Identifies consequences that maintain the behavior –Forms a hypothesis about the function of the behavior –Uses direct observations to confirm hypothesis

4. 4 Measuring Behavior Functional Behavior Assessment Functional Behavior Assessment 1)Identify Behaviors and Concerns 2)Define the Target Behavior 3)Gather Data, Direct Assessment 4)Context of the Behavior Setting, Physiological, Environmental, Academics 5)Function of the Behavior Attention, Self-Stimulation, Escape, Power/Control 6)Hypothesis When this occurs…, the student does…, to get/avoid…

5. 5 Measuring Behavior How do we systematically record behavior? (CBM equivalent?) How do we systematically record behavior? (CBM equivalent?) –Identify behavior –Structured observations with comparison peer –In the structured observation, also include ratio of interactions 8 positive to each 1 negative 8 positive to each 1 negative

6. 6 Measuring Behavior Observation Recording Methods Event Recording Event Recording –Can only be used for discrete behaviors (obvious beginning and end), i.e., hitting, throwing an object –Simple frequency count of the behavior –Count is made within a specified observation period (reading group, 10:00 – 10:30, lunch) –Method of choice when the objective is to increase or decrease the amount of times a student engages in a discrete behavior –Can easily be done on a sticky note with hash marks –Examples: Number of times Michael talks out in one hour, number of times Joe hit another student in 30 minutes

7. 7 Measuring Behavior Observation Recording Methods Interval Recording Interval Recording Way of recording an estimate of the actual number of times a behavior occurs. Continuous behaviors are better tracked with interval recording. Way of recording an estimate of the actual number of times a behavior occurs. Continuous behaviors are better tracked with interval recording. –Behaviors that occur at high frequency –Behavior that occurs for extended time periods How? Define a specific time period and divide it into equal intervals (10 seconds) How? Define a specific time period and divide it into equal intervals (10 seconds) –Record + if the behavior occurred at any time during the interval and a – if the behavior did not occur –Limitations: Actual number of occurrences is not included Actual number of occurrences is not included Difficult to teach a class and conduct this method Difficult to teach a class and conduct this method Difficult to have a comparison student Difficult to have a comparison student

8. 8 Measuring Behavior Observation Recording Methods Time Sampling Time Sampling –Set period of time at intervals (15 minutes at 10 second intervals) –Note with + or – if the behavior happened at the end of the interval –Suitable to behaviors that are long in duration and for behaviors that happen with high frequency –Can use a comparison student –Expressed in terms of percentage

9. 9 Measuring Behavior Observation Recording Methods Duration Recording Duration Recording –Focus is on measures of time rather than instances of behavior –Used when concern is length of time a student engages in a behavior –Suitable for discrete behaviors –Can be used when event recording does not give the whole picture (length of time student is out of seat)

10. 10 Measuring Behavior Observation Recording Methods Latency Recording Latency Recording –Used when primary concern is how long a student takes to begin performing a behavior once it has been requested –Measures the length of time between the presentation of an antecedent stimulus and the initiation of behavior

11. 11 Measuring Behavior The Daily Behavior Report Card DBRCs have been referred to under a number of different titles, including home notes (Blechman, Schrader & Taylor, 1981), home-based reinforcement (Bailey, Wolf, & Phillips, 1970), daily report cards (Dougherty & Dougherty, 1977), and home-school notes (Long & Edwards, 1994). DBRCs have been referred to under a number of different titles, including home notes (Blechman, Schrader & Taylor, 1981), home-based reinforcement (Bailey, Wolf, & Phillips, 1970), daily report cards (Dougherty & Dougherty, 1977), and home-school notes (Long & Edwards, 1994). Within the literature on DBRCs, a consistent description or definition has not evolved, and a variety of options exist when creating a daily rating card. Within the literature on DBRCs, a consistent description or definition has not evolved, and a variety of options exist when creating a daily rating card.

12. While the lack of a common definition or title has not emerged, common characteristics across DBRCs can be identified. These characteristics include While the lack of a common definition or title has not emerged, common characteristics across DBRCs can be identified. These characteristics include –A behavior(s) is specified, –Rating of the behavior(s) occurs at least daily, –Obtained information is shared across individuals (e.g., parents, teachers, students), and –The card is used to monitor the effects of an intervention and/or as a component of an intervention. Measuring Behavior The Daily Behavior Report Card Thanks to Chris Reilly-Tillman, ECU interventioncentral.org

13. DBRCs are intuitively appealing to educators, as they can provide a simple, inexpensive, and flexible method of providing frequent feedback to students and parents. DBRCs are intuitively appealing to educators, as they can provide a simple, inexpensive, and flexible method of providing frequent feedback to students and parents. DBRCs require only minor changes in existing classroom practices. DBRCs require only minor changes in existing classroom practices. DBRCs are effective at monitoring behavior changes. DBRCs are effective at monitoring behavior changes. The potential dual role DBRCs to serve as both a monitoring device and an intervention component. The potential dual role DBRCs to serve as both a monitoring device and an intervention component. Another related reason for the appeal of DBRCs relates to the home/school orientation to intervention and data collection. Another related reason for the appeal of DBRCs relates to the home/school orientation to intervention and data collection. Measuring Behavior The Daily Behavior Report Card Thanks to Chris Reilly-Tillman, ECU interventioncentral.org

14. www.interventioncentral.org www.interventioncentral.orgwww.interventioncentral.org 14 Measuring Behavior The Daily Behavior Report Card

15. 15 PROGRESS MONITORING

16. 16 Progress Monitoring Definition Definition –Frequent, repeated data collection (no less than 2-3 times a week at tier III) and analysis of student performance –Data is collected during intervention and provides basis for intervention effectiveness Frequency of progress monitoring is directly related to the intensity of the intervention Frequency of progress monitoring is directly related to the intensity of the intervention

17. 17 Why Progress Monitoring? There is no guarantee that interventions will be successful, thus the intervention must be “tested” to evaluate effectiveness There is no guarantee that interventions will be successful, thus the intervention must be “tested” to evaluate effectiveness Pre/post testing has be shown to be unreliable (small amount of data) and provides too little data to allow for instructional decision making – progress monitoring allows for evaluation of level of performance and rate of learning Pre/post testing has be shown to be unreliable (small amount of data) and provides too little data to allow for instructional decision making – progress monitoring allows for evaluation of level of performance and rate of learning Research has shown that progress monitoring is associated with improved educational outcomes Research has shown that progress monitoring is associated with improved educational outcomes

18. 18 Progress Monitoring Essential components that must be in place for successful progress monitoring Essential components that must be in place for successful progress monitoring –A well-defined target behavior –A measurement strategy –Identification of student’s current level of performance (baseline) –Intervention –Goal –Graph –Decision-making plan

19. 19 Well Defined Target Behavior Target behavior must be observable, measurable, and specific Target behavior must be observable, measurable, and specific Focus on enabling skills Focus on enabling skills Reading: Reading: –Phonemic awareness –Alphabetic understanding –Fluency and accuracy –Vocabulary –Comprehension –http://reading.uoregon.edu/ http://reading.uoregon.edu/

20. 20 Well Defined Target Behavior Enabling skills for written expression Enabling skills for written expression –Mechanics –Expression Enabling skills for math Enabling skills for math –Number sense –Facts –Computation –Applications –Problem solving Enabling skills for behavior Enabling skills for behavior –Social skills –Work completion –Compliance –Problem solving skills

21. 21 Measurement Strategy Frequent and repeated collection of data Frequent and repeated collection of data Time and cost efficient Time and cost efficient Sensitive to changes over short periods of time Sensitive to changes over short periods of time CBMs and observations CBMs and observations

22. 22 Current Level of Performance (Baseline) Gathered prior to intervention Gathered prior to intervention Repeatable Repeatable Provides comparison for progress data Provides comparison for progress data Helps set goal Helps set goal Median score – why? Median score – why?

23. 23Intervention Match intervention to problem Match intervention to problem Intervention should be developed with the expectation that it will be altered in some way as a result of the progress monitoring data Intervention should be developed with the expectation that it will be altered in some way as a result of the progress monitoring data –Increase time, increase frequency No intervention works all of the time for every student No intervention works all of the time for every student

24. 24 Establishing a Goal Standard against which progress can be compared Standard against which progress can be compared Allows for aimline to be established Allows for aimline to be established Possible goals Possible goals –State Norms http://www.ncpublicschools.org/ec/development/learn ing/intervention/ http://www.ncpublicschools.org/ec/development/learn ing/intervention/ –Percentile cutoff –State growth rates –Realistic and Ambitious growth rates (Fuchs and Fuchs)

25. 25 Establishing a Goal Computing Growth Rates Winter Norm minus Fall Norm or Spring Norm minus Winter Norm, divided by number of weeks between norming projects (10 weeks) Winter Norm minus Fall Norm or Spring Norm minus Winter Norm, divided by number of weeks between norming projects (10 weeks) Gives you a growth expectancy for each week of school year Gives you a growth expectancy for each week of school year Allows for obtaining student’s baseline then monitoring progress while comparing to growth expectancy Allows for obtaining student’s baseline then monitoring progress while comparing to growth expectancy This is great to use as a goal when you are monitoring a student on a skill out of his grade level norm (5 th grader learning blends) This is great to use as a goal when you are monitoring a student on a skill out of his grade level norm (5 th grader learning blends) See handout for computed growth rates See handout for computed growth rates

26. 26 Establishing a Goal Growth Rates based on research by Doug and Lynn Fuchs Realistic Growth Rates Realistic Growth Rates Gr 1 2 words/week Gr 1 2 words/week Gr 2 1.5 wrds/week Gr 2 1.5 wrds/week Gr 3 1 words/week Gr 3 1 words/week Gr 4.9 words/week Gr 4.9 words/week Gr 5.5 words/week Gr 5.5 words/week Ambitious Growth Rates Ambitious Growth Rates Gr 1 3 words/week Gr 1 3 words/week Gr 2 2 words/week Gr 2 2 words/week Gr 3 1.5 wrds/week Gr 3 1.5 wrds/week Gr 4 1.1 wrds/week Gr 4 1.1 wrds/week Gr 5.8 words/week Gr 5.8 words/week

27. 27Graph Visual depiction of the student’s performance data, relative to the goal and aimline Visual depiction of the student’s performance data, relative to the goal and aimline Includes baseline data, goal, aimline, and progress monitoring data Includes baseline data, goal, aimline, and progress monitoring data A visual representation of student’s acquisition of skills and allows for easier analysis of progress A visual representation of student’s acquisition of skills and allows for easier analysis of progress Research has shown the charting also facilitates positive student outcomes (Fuchs, 1989) Research has shown the charting also facilitates positive student outcomes (Fuchs, 1989) Semi-log chart Semi-log chart –Equal interval charts can misrepresent data, depending on how axis is quantified –Equal interval charts assumes equal amounts of progress between all data points

28. 28 Decision Making Plan Facilitates interpretation of data Facilitates interpretation of data Should include Should include –Rule for raising performance goal – 6/4 consecutive data points above the aimline –Rule for altering the intervention due to lack of progress – 3/4 consecutive data points below the aimline (Deno/Allison) (Deno/Allison)

29. 29 Decision Making Plan If the decision is to adjust an intervention, small changes or refinements are recommended before major changes If the decision is to adjust an intervention, small changes or refinements are recommended before major changes Changes should be substantial enough that it has a possibility to result in improved student performance Changes should be substantial enough that it has a possibility to result in improved student performance If making an adjustment, do not make two at the same time. It may result in the team being unable to determine what caused increased student performance If making an adjustment, do not make two at the same time. It may result in the team being unable to determine what caused increased student performance

30. 30 Decision Making Plan As student performance approaches goal, team must decide As student performance approaches goal, team must decide –Raise the goal (what if the goal is the local norm?) –Begin work on another target behavior –Lowering level of service If in Tier IV consider If in Tier IV consider –Lowering level of service

31. 31 Decision Making Plan Possible Decisions: Student is performing above goal line Student is performing above goal line –Raise goal Student is performing at/around goal line Student is performing at/around goal line –Continue with same goal Student is performing below goal line Student is performing below goal line –Modify interventions Student is performing below goal line despite modifying interventions Student is performing below goal line despite modifying interventions –Consider entitlement