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Data Collection & Data-based Data Collection & Data-based Decision MakingDecision Making
Julie Smith, M.A., BCBAMaigret Fay, M.Ed, BCBAAmy Cohen, PhD, BCBAHowardCenter Autism Spectrum Program
July 12th, 2011
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Objectives
Reasons Most common topics to record data on Data collection methods Examples of data collection forms Practice data collection Develop methods for your students
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Why collect data?
Determine the behavior targeted for change Helps determine the function of the behavior Shows if intervention is working Supports accurate decision making Determines preferences and reinforcement Can show progress and rate of skill acquisition Allows for credibility from other team members
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Definitions of Evidence-Based Practice Evidence-based practice is an approach that
tries to specify the way in which professionals or other decision-makers should make decisions by identifying such evidence that there may be for a practice, and rating it according to how scientifically sound it may be. Its goal is to eliminate unsound or excessively risky practices in favor of those that have better outcomes
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A discipline committed to the understanding and improvement of human behavior
Focuses on objectively defined, observable behaviors of social significance
Seeks to improve behavior while demonstrating reliability between applied interventions and the noted improvement
What is Applied Behavior Analysis?What is Applied Behavior Analysis?
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ABA definedABA defined (cont.)
APPLIEDRefers to the social significance of the behavior Of immediate importance to the individual or
society
BEHAVIORBehavior is in need of improvementBehavior must be observable and measurable
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ABA definedABA defined (cont.) ANALYSIS
Believability
Demonstrates a functional relationship between behavior and intervention
controls the occurrence and nonoccurrence of a behavior
We change behavior by changing the ENVIRONMENT
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National Standards Project from the National Autism Center 11 Established Treatments are:
Antecedent Package Behavioral Package Comprehensive Behavioral Treatment for Young Children Joint Attention Intervention Modeling Naturalistic Teaching Strategies Peer Training Package Pivotal Response Treatment Schedules Self-management Story-based Intervention Package
22 Emerging Treatments
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Activity
What data collection methods do you use currently?
Who collects the data? How do you collect the data? What do you do with the data?
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Data Collection
Descriptive Analysis Preference/Reinforcer Assessments Skill Acquisition Daily living skills
Behavior
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What Is Behavior?
An action, resulting in environmental change It can have one or more measurable dimensions
- frequency, duration, intensity Observable and measurable Unseen event can influence the occurrence of
behavior e.g. internal thoughts, illness, etc
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ABC Data CollectionABC Data Collection
Descriptive Analysis Descriptive Analysis refers to the process
of obtaining direct and daily information concerning the context of challenging behavior
Usually done through “A-B-C” analysis
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A-B-C DataA-B-C Data
Three-term Contingency
ANTECEDENTS BEHAVIOR CONSEQUENCES
What happened immediately preceding the behavior
What happened immediately after the behavior
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ABC Data CollectionABC Data Collection
Functional Behavioral Assessment (FBA) The process of obtaining information on
events which precede and follow a behavior to determine which antecedents and consequences are reliably associated with the occurrence and nonoccurrence of the behavior
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ABC DataABC Data Antecedent
Record events or interactions that happen DIRECTLY BEFORE the behavior occurs. Examples: “teacher gave instruction to clean up” or “fire alarm went off”.
Behavior Should include only OBSERVABLE behavior. Do NOT include guesses
at internal states such as emotions. Be as SPECIFIC as possible. Example: "hit my hand with a ruler hard enough to leave a mark," "Yelled dummy directed toward staff," "picked up math paper and ripped into many pieces“.
Consequence Should be what occurs DIRECTLY following the behavior, including
verbal interactions from staff/ peers, physical interactions from staff, any type of prompting, etc. Example: “gave no verbal response and physically prompted him to pick up toy truck by taking his arm and gently guiding him to the truck" “said “not ok. Time to clean up and pointed to toy”.
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Date StaffTime
Start
Time End Activity Antecedent Behavior Consequence Comments
ABC Data Sheet ExampleABC Data Sheet Example
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ABC Data Sheet-Checklist ExampleABC Data Sheet-Checklist Example
ABC Recording Form
Observer: Student:
Date: Activity:
Start Time: End Time:
Antecedent Behavior Consequence Additional NotesRelevant Info about the environment
□ Given direction □ Task Demand □ Change in routine□ Peer in close proximity□ Transition□ Verbal statement made
to student (adult/peer)□ Other ______________□ Other ______________
□ Bolt/Leave Demand□ Cry□ Screaming□ kick□ swear□ Other ______________□ Other ______________
□ Prompted break□ Ignore□ Model appropriate
behavior□ Provide Assistance by:
___________________□ Terminate Activity□ Other ______________□ Other ______________
□ Given direction □ Task Demand □ Change in routine□ Peer in close proximity□ Transition□ Verbal statement made
to student (adult/peer)□ Other ______________□ Other ______________
□ Bolt/Leave Demand□ Cry□ Screaming□ kick□ swear□ Other ______________□ Other ______________
□ Prompted break□ Ignore□ Model appropriate
behavior□ Provide Assistance by:
___________________□ Terminate Activity□ Other ______________□ Other ______________
*Individualized*
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ABC Summary Analysis ExamplesBehavior Summary
0
2
4
6
8
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Protest Loud Voice Not following directions Emotional State
Behaviors
To
tal f
req
ue
nc
y o
f b
eh
av
ior
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ABC Summary Analysis ExamplesAntecedents Summary Data
0
2
4
6
8
10
12
14
16
18
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Transition Frustration Writing Waiting Adult Request Peer Request
Antecedent
To
tal f
req
ue
nc
y
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Other Information Learned Through Direct Observation Frequency
How many times did the behavior occur? Duration
How long did the child engage in the behavior? Latency
How long did it take the student to respond to the instruction? Intensity
What did the behavior look like on a scale of …? Time of Day (Scatterplot)
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Frequency How often the behavior occurs
Tallies, clickers (color coded, labeled), pennies/items transferred from one pocket to the other pocket, objects in a container
Student:
Observer:
Date/Time:
Target Behaviors & Definitions:
TimeBehavior 1_________
Behavior 2__________
Behavior 3__________
Behavior 4___________
Behavior 5_________
Behavior 6___________
8:00
8:30
9:00
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Duration How long the behavior occurs
Stop watches, timers, clocks
Student:
Observer:
Target Behavior & Definition:
DateBx
StartBx
StopBx
StartBx
StopBx
StartBx
StopBx
StartBx
StopBx
StartBx
StopDaily
Duration
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Intensity
How “much” of a behavior occurs
Ex. Self-Injury-Biting Arm Intensity Rating Scale Rating Scale (1-4)
1=Mouth on arm, no visible mark 2=Mouth on arm, red mark 3=Mouth on arm, indentations of teeth visible 4=Mouth on arm, broken skin
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Interval Recording
Coding the presence or absence of a specific behavior during a predetermined time period
May include frequencies of behavior within an interval or measures of the rate of the behavior
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Interval Recording Data Sheet
Student:
Observer:
Target Behavior & Definition:
Date/Time:
10-Second Intervals
Interval/Duration
10 2030
40 50 60
PI + + - + + +
WI + - - - + -
MTS + + - + + -
Partial interval- record whether the behavior occurred at any time during the interval Whole interval- record whether the behavior occurred throughout the interval Momentary time sampling- record whether the behavior occurs at the moment the interval ends.
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ActivityActivity
What behaviors did you observe? Choose one How would you measure that behavior? http://www.youtube.com/watch?v
=U35q146wMZo&feature=related
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Graphic DisplaysGraphic Displays
Use of line, bar or pie graphs to describe the occurrence of a behavior over time or the proportions of behavior
Very helpful in evaluating the effectiveness of a treatment procedure and in determining when to change a procedure
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Line Graph ExampleLine Graph ExampleIndependent Eye Gaze to Name Behavior
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%1/2
6/2
010
2/2
/2010
2/9
/2010
2/1
6/2
010
2/2
3/2
010
3/2
/2010
3/9
/2010
3/1
6/2
010
3/2
3/2
010
3/3
0/2
010
4/6
/2010
4/1
3/2
010
4/2
0/2
010
4/2
7/2
010
5/4
/2010
5/1
1/2
010
5/1
8/2
010
5/2
5/2
010
6/1
/2010
6/8
/2010
6/1
5/2
010
6/2
2/2
010
6/2
9/2
010
7/6
/2010
7/1
3/2
010
7/2
0/2
010
7/2
7/2
010
8/3
/2010
8/1
0/2
010
8/1
7/2
010
Date
Perc
en
tag
e
vacationStaff training no services
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Line Graph ExampleLine Graph ExamplePECS
0%
20%
40%
60%
80%
100%
120%
Date
Perc
en
tag
e o
f C
orr
ect
Tri
als
PECS - Discrimination PECS- Distance and Persistence PECS- Sentence Structure
Staff training no services
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Line Graph ExampleLine Graph Example Flopping
-1
1
3
5
7
9
11
13
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Date
Fre
qu
ency
Responsive Unresponsive
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Activity Record this data on graph paper
Sessions Head Slapping1 162 183 154 115 166 107 98 89 8
10 511 612 313 214 315 116 017 018 219 020 0
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GraphHead Slapping
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Sessions
Fre
qu
ency
Baseline Intervention Begins
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Activity Record this data on graph paper
Day Eye Gaze to Name 1 0%2 5%3 13%4 30%5 16%6 62%7 13%8 38%9 38%
10 20%11 20%12 16%13 40%14 38%15 25%16 0%17 28%18 11%19 1%20 13%
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GraphIndependent Eye Gaze to Name
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Days
Perc
en
tag
e
Skill Building
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Reinforcement
Definition: Reinforcement occurs when a particular behavior is followed by an immediate consequence that results in strengthening the behavior.
Is unique to each individual Is ever changing
Moment to Moment With experience With development
Needs to be flexible
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Reinforcer Assessment Activity Reinforcer Assessment Activity
Rank in order 1=most desired5=least desired
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Reinforcer Assessment Activity
Rank these activities 1 to 5 Hike in the woods Massage A day of shopping with friends Reading by a roaring fire Trying out a new recipe
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Reinforcer Assessment Activity
Consider the variability of preferenceWithin the groupWithin yourself on a given day
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Reinforcer Assessment Methods
Interview IndividualOthers in the individual’s life
Observation Standardized Assessments Comparative
Trials“Forced Choice”
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Forced ChoiceClient: _________________
12 Date: __________________34 Administered By: _________5678
TrialLeft
positionRight
position
Check if none
selectedTrial
Left position
Right position
Check if none
selected
1 1 2 29 1 72 3 4 30 2 83 5 6 31 6 34 7 8 32 8 55 2 3 33 4 16 4 5 34 2 77 6 7 35 3 88 8 1 36 1 69 2 4 37 7 410 3 5 38 5 211 4 6 39 8 712 1 3 40 4 313 5 7 41 6 514 6 8 42 2 115 1 4 43 7 616 3 6 44 5 417 7 1 45 1 818 8 2 46 6 219 4 7 47 3 120 2 5 48 8 421 6 1 49 7 522 8 3 50 4 223 7 2 51 5 324 5 8 52 8 625 2 6 53 3 226 3 7 54 6 427 1 5 55 5 128 4 8 56 7 3
Stimuli:
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IEP Goal Sample
By November 2011, Kevin will demonstrate his understanding of quantity by identifying, ordering, and labeling different objects to numbers with 90% accuracy. Obj. 1: by April 2011, Kevin will identify 1:1
correspondence of a set of objects 1-10 with 90% accuracy
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Ex of AssessmentInitial Assessment Data Student: K Session 1 Session 2 Session 3
Skill: Count using 1:1 correspondence
Staff: Staff: Staff:
SD: “Show me___”, :Count _____”
Date: Date: Date:
R: K counts correct number of manipulatives
Location: Location:
Location:
Procedure: Place more manipulatives than needed in front of K and give SD. He should stop counting when he gets to the number stated in the SD. Mark a + only if K says one number for each manipulative moved and counts accurately.
Trials
Targets 1 2 3
1 2 3 4 5 6 7 8 9 10
Total Correct Percent Correct
Comments:
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Program1:1 CORRESPONDENCE
KT
OBJ ECTIVE: Teach K to count items 1-10 by touching each one and saying the corresponding
number PREREQUISITE: Attending, sitting at table MASTERY CRITERIA: 3 consecutive "+" probe scores (probes are the very first time you present SD during a
session) Session=school day. Maintenance data taken weekly to assure that he meets the IEP objective of 90% accuracy.
TEACHING PROCEDURE: Discrete trial and incidental teaching SD: "how many" “count” give him a pile of manipulatives
he can line them up as he counts or count manipulatives into a container or from one area to another area
RESPONSE: K separates each manipulative one at a time and says the corresponding number MATERIALS: Varied manipulatives , containers, paper plates NEXT PROGRAM: Rote counting
INITIAL ASSESSMENT
DATE: 12/ 2/ 10 12/ 7/ 10 12/ 10/ 10
STAFF: AP AP AP
SCORE: 10% 10% 20%
COMMENTS: K DID ASSESSMENTS AT MATH
CENTERS WITH MANIPULATIVES IN CLASSROOM. THIS IS AN IEP OBJ ECTIVE.
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Data sheet K Data Sheet Programs: 1:1 correspondence For probe data (the first time you present Sd during a session). Mark a + for correct and a – for incorrect. After 3 consecutive + probe scores move to the next target. Date
Target _____
Target _____
Target _____
Target _____
Target _____
Target _____
Target ____
Target ____
Target ____
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Activity
By November 2011, Joe will make no more than one threat/act of aggression (towards self or others) as defined by attached behavior plan per day. Objective 1:By January 2011, Joe will make
no more than 4 threats/act of aggression towards others or himself per day.
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Activity
What data would you record to come up with objectives/goal?
What data would you collect? How/when would you record data for this
objective? Who would record the data? Practice…
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Acquisition Graph
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Acquisition Graph
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Task Analysis
A process by which a task is broken down into it’s component parts.
Used to increase an array of skills such as daily living tasks.
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Example of hand washing TAH=hand over hand manual guidance Procedure for untrained steps: F=manual guidance at the forearm
G=gesture
Staff InitialsDateStepPrompt
1. Turn on water
2. Wet hands
3. Dispense soap
4. Rub hands together
5. Rinse hands
6. Turn off water
7. Get towel/paper towel
8. Dry hands9. Replace/throw away towel
L=light physical guidance at elbow
Handwashing Task Analysis - RR
I=independent
Hand over hand manual guidanceSD: "Wash your hands"Reinforce after training stepNumber of trials per session: 4
3 consecutive trials correct: increase prompt2 consecutive trials incorrect: decrease prompt3 consecutive trials independent: increase step
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Example of Zipping Coat TAH=hand over hand manual guidance Procedure for untrained steps: F=manual guidance at the forearm
G=gesture
Staff InitialsDateStepPrompt
1. Fold flap over and hold with left hand 2. Hold zipper down with right thumb and fingers
3 . Join zipper together
4. Pull jacket down with left hand
5. Grab zipper tag with right thumb and finger tips & pull up
2 consecutive trials incorrect: decrease prompt3 consecutive trials independent: increase step
Reinforce JF immediately after successful completion of current target step.
L=light physical guidance at elbow
Zipping Jacket- Task Analysis 1/18/11 JF
I=independent
Hand over hand manual guidanceSD: "Zip." "Zip Coat" or "Zip Jacket"Reinforce after target stepNumber of trials per day: minimum 2
3 consecutive trials correct: increase prompt
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Final Activity
Small Group Choose a student/behavior/skill Develop a process for data collection
Who is going to record data?How and what kind of data will you take?When will you record the data?
Develop a data collection system/form
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Resources
Staples (timers, graph paper) Different Roads to Learning
http://www.difflearn.com/
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