1. Measuring Behavior Behavior & RTI

2.  What is the behavior? Why is it happening?  Is it due to related to: The Environment (School & Classroom) The Curriculum (Too Hard? Too Easy? Pace too fast or slow?) Instruction (Does student lack critical foundation in subject area?) The Learner (motivation, concentration, impulse control)

3. Measuring 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 = Problem Solving  Many times, the function of the behavior is related to the academic difficulties!  Address both behavior and academics at the same time.

4. Measuring Behavior  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 observation to confirm hypothesis

5. Process  Functional Behavior Assessment 1.Identify Behaviors and Concerns 2.Define the Target Behavior 3.Gather Data through direct Assessment (observation) and Indirect Assessment (interviews) 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…

6. Measuring Behavior  How do we systematically record behavior? Identify behavior Structured observations with comparison peer

7. Measuring Behavior Observation Recording Methods  Event Recording Can only be used for discrete behaviors (obvious beginning and end) i.e 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.

8. Measuring Behavior Observation Recording Methods  Interval Recording  Ways of recording an estimate of the actual number of times a behavior occurs. Continuous behaviors are better tracked with interval recording. (ex. Out of set, hitting) 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 (30 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  Difficult to teach a class and conduct this method  Difficult to have a comparison student

9. Measuring Behavior Observation Recording Methods  Time Sampling Set period of time at intervals (30 minutes at 30 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 (inattention) Can use a comparison student Expressed in terms of percentage

10. Measuring Behavior Observation Recording Methods  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 (tantrums, etc.) Suitable for discrete behaviors Can be used when event recording does not give the whole picture (length of time student is out of seat)

11. Measuring Behavior Observation Recording methods  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 peresentation of an antecedent stimulus and the initiation of behavior

12. Important things to remember for behavioral observations  Comparison student selection: best practice is to choose a comparison child of the same gender who is an average (not the lowest or the highest) level learner in the classroom.  Behavioral definitions need to be precise enough that anyone could observe the behaivor as defined.

13. Monitoring 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).  Within the literature of DBRCs, a consistent description or definition has not evolved, and a variety of options exist when creating a daily rating card.

14. The Daily Behavior Report Card  While the lack of a common definition or tile 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.

15. Measuring Behavior The Daily Behavior Report Card  DBRCs are intuitively appealing, 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 are effective at monitoring behavior changes.  The potential dual role DBRCs to serve as both a monitoring device and an intervention component.  Another related reason for the appeal of DBRCs related to the home/school orientation to intervention and data collection.