Connecting data to Behavior Intervention

January 5, 2018 | Author: Anonymous | Category: Arts & Humanities, Communications
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Connecting Data Collection to the Behavior Intervention Plan Hartford Public Schools Special Education Department 2006-2007

Three Ps… 

Purpose: To demonstrate ways to collect data, maximizing the effectiveness of the BIP; Process: pre-test/post-test; hand-outs, case study situations, Q & A; Pay-off: Educators will develop skills in collecting data to increase appropriate behavior while monitoring the effectiveness of the BIP;

Pre-test: True or False? 1. Most behaviors can be recorded and analyzed.  2. Most behaviors have a purpose.  3. Two types of data collection are anecdotal and frequency counting. 

Basic Questions to Ask 

1. When is the student engaging in the problem behavior? 2. What events or factors contribute to the behavior? 3. What is the student communicating through the behavior? 4. When is the student most successful and not engaged in the problem behavior?

Three Categories of Behaviors Passive: Fear of Relationships and Fear of Failure  Aggressive: Hostile, Oppositional, Covert  Attention: Hyperactive, Inattentive 

Functions of Behavior 

To obtain or get: – Attention – Power – Control

To escape or avoid: – – – –

Work Consequences Responsibility Feeling Anxious

To control: Antecedent Stimuli  To obtain or reduce: Sensory stimulation  To get help: Learned Helplessness 

Antecedents, Behaviors and Consequences Antecedent / Situation What occurred just BEFORE the behavior?

Problem Behavior What did the student do? Describe actions.

Consequence What did the staff do? What happened immediately after the behavior?

Case Study: Juan Read  Discuss ABC’s with colleague or small group near you  Record the antecedent and consequence only on attached chart  Present to group 

Data Collection Made Easy 1. 2.

Anecdotal: Telling the Story Frequency: Counting Behaviors using paper clips, tally marks, or graphs


description of behavior and the events surrounding that behavior

Who: professionals and peers  What: identifies and defines the behavior targeted When: time, activity, specific period  Where: room, setting, space  Why: what happened immediately after the behavior 


Use for behavior that is: -easy to observe -of consistent duration (do not use with tantrums) -of short duration (i.e. out of seat) -low frequency (do not use for pencil tapping or facial ticks) Examples: *Verbal aggression *Inappropriate language *Late to Class *Work samples

Activity 2: Event Recording or Frequency Counting? 1.



Discuss Juan’s behaviors on the ABC chart Select the data collection method that works for the behavior Decide how you could easily measure the behavior through a data collection strategy

Activity 3: Independent Practice 

 

Use the next two scenarios to practice data collection; Use the Anecdotal Recording Form for Scenario 1; Use an event recording form for scenario 2; Record the behaviors as you see them; Discuss your data with colleague or group

Carlos: Seeking Attention  

 

Grade 6 English class of 25 students Gets out of seat, calls out, makes negative comments during instruction, drops pencil when he is supposed to start writing May start task at beginning of period, but rarely finishes Last to walk into class, slightly late Responds to praise Security guard walks in and out of class

The Rules of Data Collection 1.

2. 3.

4. 5.

Meaningful and relevant to the behavior Unobtrusive as possible Respect the dignity of the student and the student’s age Promote independence Foster peer acceptance

Post-test: True or False? 1. Most behaviors can be recorded and analyzed.  2. Most behaviors have a purpose.  3. Two types of data collection are event recording and frequency counting. 

Summary of Data Collection Provides data to determine success of BIP  Measures improvement for student and professionals  Teaches protocol for new behavior  Alerts staff to use of specific consequences impacting positive or negative behavior 

Bonus Slide: Positive Interventions: Top 10 10. Student praised privately 9. Whole class praised 8. Student praised by other students 7. Student praised in front of other students 6. Student’s work displayed

5. Student’s name mentioned in assembly 4. Student receives positive comment on written work 3. Parent informed about good behavior 2. Student receives good marks on report card

And the number 1 positive intervention… ……Teacher Reaction! “Verbal and physical teacher reactions are the simplest ways to acknowledge and reinforce acceptable behavior and to acknowledge and provide negative consequences for unacceptable behavior…” (Marzano, 2003)

Time to Reflect… What did you learn today that you did not know before? What will you use in school tomorrow? What additional training would be helpful in utilizing this information?

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