1. Recording and Analyzing Behavior

2. Speak to your partner
Make a list of 5-6 behaviors that they would like to change

3. Identify the Target behavior
List of behaviors
Spending too much time on face-book, texting, chatting with friends
Not getting regular exercise
Coming in late to class
Homework assignments incomplete
Not enough sleep
Disorganized (cannot find things when I need them, room/bag is a mess)
Poor eating habits (not regular meals or eating only unhealthy foods).

4. Identify the Target behavior
Common behavior problems in schools
Talking during class
Fidgeting, moving around
Hitting others, Cussing
Not completing homework
Losing the homework or important school papers
Sleeping in class
Not following instructions
Crying/rolling on the floor (temper tantrums)

5. How do you decide if the Behavior needs to be studied/modified/prioritized?
Is it a necessary or prerequisite skill?
Will it increase access to environments where other learning can occur?
Is it age appropriate?
Does the behavior cause harm to self or others?
Will the behavior produce reinforcement for self or significant others? OR, reduce negative/unwanted attention from others.
If we reduce/eliminate the target behavior, what will replace it?
Cost of the behavior
Prioritize the behavior using the above factors as guidelines

6. Task 2 The behaviors on your list –
Write the reasons that they are problematic
Prioritize them
Pick 1-2 (top 2 from your list) of them that your partner should work on this semester

7. Defining and Writing the Behavior in Observable and Measurable terms- OPERATIONALIZE THE BEHAVIOR
Example 1
General definition: Student doesn't stay in his seat.
Operational definition: Student leaves his seat for 5 or more seconds during instruction.
Example 2
General definition: Student spends too much time on facebook.
Operational definition: Student is logged on to facebook more than 2 times per day OR
Student is logged onto facebook for a total time NOT more than 30 minutes every day

8. Task 3 The 2 behaviors on your final list –
Write them on general terms and also provide the operational definition.

9. Recording Behavior Frequency Duration Latency
Number of times a behavior occurs
Duration
How long the behavior lasts
Whole Interval
Partial Interval
Momentary Time Sampling
Latency
How long it takes for the behavior to start from the time of instruction or any antecedent
i.e., record the time between the end of instruction to the beginning of response.

10. Behavior Recording http://www.youtube.com/watch?v=kJZQkslDBjM
Example of Duration recording.

11. Sample Recording- Frequency Example: Number of times the student logged on to facebook each day
Occurrences
Total Occurrences
5/1/11
8.00 am -5.00pm
|||| |||| || 12
5/2/11
|||| || 7
5/3/11
|||| |||| 9
5/4/11 10
|||| ||| 8

12. Graphing the data

13. After INTERVENTION

14. Other Examples of Frequency Recording
List 2 behaviors in your daily life that you can record using Frequency recording, and the easiest way to count them.

15. Recording Behavior Frequency Duration Latency
Number of times a behavior occurs
Duration
How long the behavior lasts
Whole Interval
Partial Interval
Momentary Time Sampling
Latency
How long it takes for the behavior to start from the time of instruction or any antecedent
i.e., record the time between the end of instruction to the beginning of response.

16. Sample Recording- Duration Recording
Duration recording is used to document the amount of time a student spends engaging in a behavior. A behavior that has a clear beginning and ending can be observed using a duration recording method. Examples of behaviors that may be observed using duration recording include crying, reading a book, writing in class, time spent working on a math assignment, or out of seat behavior.
Duration recording is really useful when you are interested in how long a behavior lasts, but it can also record frequency since you are writing down every episode that occurs. For instance, duration recording can tell you that before an intervention was implemented that a student cried three times during the day and that each episode was 30 minutes in length. The student may still cry three times a day after an intervention strategy is implemented but now the length has decreased to 5 minutes in duration.

17. Sample Recording- Interval Recording-
For approximations of high frequency behaviors.
Examples: Task engagement, playing, yelling and bizzare vocalizations, drooling, pencil tapping, rocking on chair, off-task, eye-contact
Record if the behavior occurs throughout the interval- WHOLE interval recording
Behavior occurred at least once during the short observation interval. - PARTIAL INTERVAL
Behavior occurred at pre-designated points and notice whether the behavior is occurring at that precise moment.
MOMENTARY TIME SAMPLING

18. Example
Behavior video that we will use to record behavior using DURATION RECORDING
Temper tantrum
Use one method:
Whole Interval
Partial Interval
Momentary Time Sampling

19. Another Example Behavior: Working individually
Behavior Definition: Sitting at desk, with an assignment on the desk, looking at assignment, not talking to peers. Once student looks up (not looking at assignment any more), the behavior has stopped. If student begins talking to peers while looking at assignment, behavior has stopped.
Date Begin Stopped Total Time
11/5 9:55 AM 10:06 AM 11 minutes
11/5 10:19 AM 10:28 AM 9 minutes
11/6 9:43 AM 9:51 AM 8 minutes
11/7 10:04 AM 10:19 AM 15 minutes
11/7 10:23 AM 10:33 AM 10 minutes

20. Latency recording – i.e., Time to respond
Example 1:
Example 2:
The teacher is trying to reduce the time between the final instruction, and the students starting the assignment
Example 3:
Time delay between being shown a word and pronouncing it
Other examples/useful Links:
The track team’s sprinters are trying to reduce the time between the starting tone and exit from the starting blocks.

21. STEP BY STEP PROCESS- and collect data for 1-2 behaviors. Task 4
Define the behavior (s) (1-2) that you wish to observe.
Decide which type of recording is best suited to monitor the behavior, and create a behavior recording sheet
Decide when & where to observe the behavior.
Decide how long each observation will last (and how long the intervals will last if using interval recording).
10 to 20 minutes is often adequate, but…
More time spend observing =more accurate results.
and collect data for 1-2 behaviors.
Conduct multiple observation sessions in order to create a more representative profile.
Bring with you to the next class in 1-2 pages (ready to present)
Behavior (operationally defined), recording sheet used, and the graph of data (behavior collected for at least 10 sessions/days).

22. ABC analysis

23. Behavior analysis A = Antecedent Where does the target behavior occur?
Organized activities
Changes in schedule
Structured environment and rules
- Classroom, home, other environments
- Instructions
- Materials
Where does the target behavior occur?
When does the target behavior occur?
Who is present when the target behavior occurs?
Does something happen just before the target behavior?

24. Examples of Antecedent analysis
In the morning upon arrival, when presented with her work folder, (antecedent) Sonia throws herself out of her wheelchair. (behavior.)
When the substitute teacher starts teaching, all students continue to be talkative during instruction.
Comparative effects of antecedent exercise and lorazepam (medication) on the aggressive behavior of an autistic man
The antecedents factors that influence leader behavior in sports---such as gender, personality, age, sport experience, etc.
Antecedent factors that cause impaired driving—age, substance abuse, depression, cell phone usage.

25. Teacher related factors
Age, Gender, Experience, Educational background
Group size.
Group composition.
Limited planning time.
Cultural and linguistic barriers.
Lack of access to equipment, materials, and resources.
Unstructured/unorganized classroom

26. Behavior –Find its purpose
Attention
Stimulation
Avoidance
Fear of failure
Fear or success
Tangible

27. Behavior Analysis C= Consequence Reinforcement
-tangible goods, time, activity
Differential Reinforcement
Time out
Negative reinforcement

28. ABC analysis
A B C

29. Some examples of ABC Analysis

30. Resources http://www.behavioradvisor.com/BehRecord.html