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

2. Defining the target behavior
Observable
Measurable
Clear and concise
Complete

3. 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

4. Select 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, intensity of behavior

5. 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.
Now we are not talking about SIB where if you don’t’ intercede there may be a consequence of someone getting hurt.

6. Factors danger to individual or 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 others in the individual’s environment
difficulty (time and energy) to be expended to change behavior
cost involved in changing behavior

7. Order of priorities Behaviors that risk the child’s life
Behaviors that risk the child’s continuing to live with the family
Behaviors that limit the child’s participation in special education
Behaviors that limit the child’s adaptation to the community outside home and school

8. 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 his seat
monthly bus-missing behavior

9. Behavior change directions
Increase
group 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 during study period, spelling errors

10. 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 behavior in precise, descriptive terminology

11. 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 the 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?

12. Behavioral Dimensions
FREQUENCY
The number of times a behavior occurs.
When determining frequency of occurrence of a behavior, we count the number of times the behavior occurs within an observation period.

13. RATE
frequency expressed in ratio with time
can compare frequency data in non-standardized observation periods or opportunities to respond.
Rate is calculated by dividing the number of times a behavior occurred by the length of the observation period.

14. 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

15. Latency
length of time between instructions to perform it 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

16. Topography
what the behavior looks like
topography describes a behavior’s complexity or its motor components.
It may involve many behaviors performed together.

17. Force
the intensity of the behavior

18. 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

19. Project 2
For the purpose of project 2 - we will be using behavioral dimensions.
frequency
rate
duration
latency
topography
force
locus
In your project 2 remember that you not only explain why you selected the dimensions for your definition, but why you did not select the remaining dimensions.

20. 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 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?

21. Change of topics…..

22. Three general categories of collecting data for behavioral information
Reviewing and analyzing written reports
Observation
Recording a sample of the behavior as it occurs

23. Methods of obtaining information
Interviewing the student
Interviewing others
Testing the student
Directly observing the student

24. Issues in assessment What people say vs. what they do Tolerance levels
Ecological factors
Reactivity to assessment

25. Recording systems Permanent product - outcomes of behavior
Observational recording systems
event recording - counts
interval recording - counts
time sampling - counts
duration - temporal
latency - temporal

26. Permanent Product
Recording tangible items or environmental effects that result from a behavior; for example written academic work

27. Event recording
Recording a tally or frequency count of behavior as it occurs within an observation period; an observational recording procedure

28. 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

29. Time sampling
An observational recording system in which an observation period is divided into equal intervals; the target behavior is observed at the end of each interval

30. Duration
Recording the amount of time between the initiation of a response and its conclusion; an observational recording procedure

31. Latency
Recording the amount of time between the presentation of the cue and the initiation of a response.

32. Figures 4-3 Observational data collection systems pg 107
Figure 4-23 Selected observational recording procedures pg 131

33. FACTORS Reactivity - presence of an observer
Observer drift - change the stringency of operational definitions
Complexity - observational coding system
Expectancy - bias interpretation of results

34. Classroom Observation
handout
Need to make sure that the behavior that you have selected is not consistent or developmentally appropriate with the students peers.

35. Recording sheets
Develop a recording sheet for your baseline data collection.

36. Graphing Data Graphs should be simple and uncluttered
Purposes for graphs:
means for organization
formative & summative program evaluation
vehicle for communication
commonly used to display data in a serial manner across duration of instruction or intervention

37. 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

38. Abscissa 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

39. Ordinate Vertical line serves as the left-hand boundary of the graph.
The label identifies the target behavior and kind of data that is being reported.

40. Simple line graph

41. Can you label the following parts ?
Abscissa
Ordinate
Abscissa label
Ordinate label
Ordinate scale
Data point
Data path

42. Simple line graph

43. 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 permissible 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%.

44. 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, such as circles, squares, or triangles are used to represent the occurrences of the target behavior during a specific time segment.

45. 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.
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

46. Student identification
the name of the student(s) is placed in a box in the bottom right hand corner of the page of the graph.

47. 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 number of responses and multiplying the result by 100.
Ex. % of correctly spelled words, # of math problems completed

48. 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 respond
a % correct if the # of opportunities to respond varies

49. 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 that the data can be compared.
See figure 5-6, p. 149

50. 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 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.

51. 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 of time a student spent engaging in a particular behavior.

52. 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.

53. Conditions
Phases of an intervention 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.

54. Vertical dashed line
runs from the top 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
Figure 5-13 a sample
conditions include: baseline, intervention a (identified with a descriptive)

55. Cumulative graphs
presents 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,

56. Cumulative graphs
provides a continuous line with a slope that indicates the rate of responding
steep slope - indicates rapid responding
gradual slope - indicates slow responding
plateau - indicates no responding (straight line)
If decreasing a behavior – the slope would be downward because of the lack of behavior.
If increasing a behavior –the slope would be upward because of the increase in the behaviors.

57. Baseline data Joshua’s hitting behavior Time M T W T F Total
9-9:10 / / / /
9:30-40 / / // / /
10-10:10 // /// / // /
10:30-40 /// / //// /// // 13
Day total
Make a line graph and then a histogram

58. Joshua baseline data Frequency of hitting behavior Baseline
Intervention

59. Joshua baseline data Frequency of hitting behavior Baseline
Intervention

60. Bar graph - histogram
a bar graph uses vertical bars rather than data points and connecting lines to indicates performance
each vertical bar represents one observation period
height corresponds with a performance value on the ordinate
summarize student performance data

61. Trend lines - step 1
Divide the number of data points in half by drawing a vertical line down the graph
We calculate a trend to determine if there is a trend…. Explain more in a few minutes

62. Line is drawn between sessions 5 & 6

64. Trend lines - step 2
On the left half of the graph, find the mid-session and draw a vertical line

65. Line is drawn at session 3

67. Trend lines - step 3
On the left half of the graph, find the mid-performance point and draw a horizontal line.

68. Draw line at mid-performance point

70. Trend lines - step 4
Repeat steps of 2 and 3 on the right half of the graph.

73. Trend lines - step 5
Draw a line connecting the intersections of both halves of the graph.
THIS IS THE TREND LINE

74. Trend line

76. Single Subject Designs
Review
x-axis
y-axis
phase change line
phase labels
data points
data path (trend line)
figure legend

77. Purpose of single subject designs
to demonstrate experimental control
to show intervention effects

78. Aspects of single subject designs
Comparisons made between conditions
must have an intervention to use single subject design
more than one person or group can be included in the intervention

79. Types of single subject designsAB
ABAB or reversal
Multiple baseline
across settings
across subjects
across behaviors

80. Variable Refers to any number of factors 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

81. Baseline data
Quantitative data collected 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)
You would not want to take baseline data on an established behavior if you knew there was a a change in medication.

82. Functional behavioral assessment
Identification of antecedent and 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.

83. 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

84. 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

85. AB design Two phases - baseline and intervention
weakest of all designs
does not provide for replication
simple
quick and uncomplicated
does not demonstrate confidence in determination of a functional relationship

86. ABAB (reversal)
Phases - baseline, intervention, baseline 2, intervention2
simple allows for precise analysis
withdrawal of an effective intervention

87. Changing criterion design
Two phases - baseline and intervention
intervention phase has sub-phases
systematic changing of performance (increase or decrease) criterion
each intervention sub phase is separated on the graphic display by a dashed line
no need to withdraw a successful intervention

88. Multiple baseline design
Simultaneous analysis of more than dependent variable.
Page 186 in your text looks at multiple baselines across behaviors, individuals or settings.
Same scale of measurement should be used across all….

89. Advantages/Disadvantages
Can establish a functional relationship without withdrawing the intervention
can be difficult to control confounding variables across settings, behaviors or students.

90. Alternating Treatments
Allows comparison of the effectiveness of more than one treatment or intervention on a single subject
ABBABAAB, BAC, can be sequentially in blocks
can provide accurate and rapid feedback
answers the question which method is most effective

91. Changing conditions Interventions are introduced consecutively
ABC design
can only give an indication of the effectiveness
no functional relationship can be established