Building Behavioral Expertise in Your School Session One Lori Dehart Behavior Consultant Big East Cooperative KEDC

Building Behavioral Expertise in Your SchoolSession One

Lori DehartBehavior ConsultantBig East Cooperative

KEDC

Session Expectations

• Our goal is to build behavioral expertise in your school, so you need to:– Attend every session– Bring data, handouts, and laptop each session– Cell phones off or on vibrate– Deliver information to your school– Engage in conversations about behavior– Follow assignments for each session

AGENDA

Today:Overview of PBSOverview of Functional Behavior SupportAnalyze Real DataCompeting Pathways FormTool for Making the Whole Process ABC easy

So How Do You Get From

Functions of Behavior

Automatic reinforcement= physical comfort

escape-=get out of

Tangible = stuff

Attention

Functions that behaviors serveProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

6

Paradigm Shift

• To thinking differently

– From the problem is within the child– To the problem is due to a breakdown in

the teaching and learning interaction

Atlas & Rita-Nelson 2009

What is Positive Behavioral Support?

A new way of thinking about behavior

Broadens intervention from only one approach - reducing challenging behavior to…..

Encompasses multiple approaches: changing systems, altering environments, teaching skills, and appreciating positive behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Guiding PrinciplesHuman Behavior is important, understandable, and predictable.

Human Behavior is malleable or changeable.

Human behavior occurs within an environmental context, not in a vacuum.

Human behavior is learned and can be taught/affected by manipulating aspects of the environmental context.

Source: Crone , D.A. & Horner, R.H., 2003

A Context for Positive Behavior Support

• A redesign of environments, not the redesign of individuals

• Develop a Plan that describes what we will do differently

• Plan is based on identification of the behavioral function of problem behaviors and the lifestyle goals of an individual

Atlas and Rita-Nelson 2009

PBS Includes:

• A team process for goal setting

• Functional Behavioral Assessment

• Behavior intervention plan design, implementation, and evaluation

This means everyone will react to the child in the same way.

Implementation Checksheet FBA

Steps for Conducting a FBA1. Establishing a Team

2. Selecting a Target Behavior

3. Collect Baseline Data

4. Develop a Hypothesis for the Function of the Behavior (Triangulate the Data to Form a Hypothesis)

5. Test the hypothesis

6. Design behavior intervention plans (BIP)

7. Implement, monitor, evaluate outcomes and refine plan in natural environments

Assumptions Underlying FBA

Behavior is learned and serves a specific purpose.

Behavior is related to the context within which it occurs.

• Diane

Diane finishes her class work quickly and correctly. She is allowed to spend the rest of the class period playing her favorite computer math game.

• Dawson

Dawson finishes his class work quickly and correctly. His teacher gives him more worksheets to complete.

• Cheralynn

Cheralynn works for a few minutes then makes a rude comment. In response, her teacher sends her into the hallway.

Understanding Behavior

• Antecedent: any situation, action, or event that immediately precedes a behavior

• Behavior: an observable or measurable act• Consequence: a response, action, or event

that immediately follows a behavior

Antecedent Behavior Consequence

Diane's teacher passes out class work.

Diane completes the work quickly and accurately.

Diane gets to play a math game on the computer.

Dawson's teacher passes out class work.

Dawson completes the work quickly and accurately.

Dawson receives more worksheets to complete.

Cheralynn's teacher passes out class work.

Cheralynn makes a rude comment.

Cheralynn has to stand in the hallway—but she also gets out of doing the assignment.

ActivityNathan is a great kid—smart, athletic, and polite. However, Nathan did not turn in his homework today. As a result, he has to stay in during recess and complete his homework. Identify the A-B-C pattern in this situation.

Antecedent: Homework is assigned.

Behavior: Nathan doesn’t do the homework

Consequence: Nathan has to stay in at recess.

Learning Key Behavior Principles

• Positive reinforcement• Negative reinforcement• Punishment• Extinction

Positive Reinforcement

• Positive reinforcement is a means by which teachers can increase the probability that a behavior will occur in the future. A teacher uses positive reinforcement when he or she provides something that is pleasant. Positive reinforcement is often thought of as a reward.

Negative Reinforcement

• Negative reinforcement is also a means by which teachers can increase the probability that a behavior will occur in the future. A teacher uses negative reinforcement when he or she removes something that is unpleasant. Negative reinforcement is often thought of as relief from something aversive (e.g., boring class work).

FYI

• When you reflect on the concept of reinforcement, do not mistakenly associate the terms positive and negativewith the concepts of good and bad. Rather, keep in mind that these terms refer to the addition or removal of a stimulus or condition in order to achieve a desired response. It might be helpful to think of positive reinforcement as a reward and negative reinforcement as a relief; both result in an increase in the probability that the behavior will reoccur.

Positive Punishment

• Positive punishment is a means by which teachers can decrease the probability that a behavior will occur in the future. A teacher uses positive punishment when he or she provides something that is unpleasant.

Negative Punishment

• Negative punishment is also a means by which teachers can decrease the probability that a behavior will occur in the future. A teacher uses negative punishment when he or she removes something that is pleasant. "Time-out," for example, is a commonly used form of negative punishment.

Extinction

• Extinction refers to the withholding of something that is pleasant in order to eliminate the likelihood that a behavior will occur in the future. Extinction can be thought of as planned ignoring.

Applying Behavior PrinciplesDo you think each teacher achieved what he or

she intended?

Antecedent Behavior Consequence

Diane's teacher passes out class work.

Diane completes the work quickly and accurately.

Diane gets to play a math game on the computer.

Dawson's teacher passes out class work.

Dawson completes the work quickly and accurately.

Dawson receives more worksheets to complete.

Cheralynn's teacher passes out class work.

Cheralynn makes a rude comment.

Cheralynn has to stand in the hallway—but she also gets out of doing the assignment.

FYI

• When a classroom teacher is confronted by an annoying behavior, he or she may (unknowingly) positively reinforce the child's behavior by giving in to the demand. For example: In order to keep him quiet and stop the behavior, a teacher calls on the student who bounces up and down in his seat yelling, "I know! I know!" However—because he got the attention that he wanted—she is inadvertently reinforcing the behavior and increasing the probability that the student will engage in this behavior in the future.

Functional Behavioral Assessment

(FBA)

FBA is a process for gathering information to understand the function (purpose) of behavior in order to develop an effective intervention plan.

When should you consider an FBA?

When the behavior…• Could cause injury to the student or others• Is intense or occurs frequently• Places the student at risk for referral to special

education or a more restrictive placement

Steps for Conducting a FBA1. Establishing a Team

2. Selecting a Target Behavior

3. Collect Baseline Data

4. Develop a Hypothesis for the Function of the Behavior (Triangulate the Data to Form a Hypothesis)

5. Test the hypothesis

6. Design behavior intervention plans (BIP)

7. Implement, monitor, evaluate outcomes and refine plan in natural environments

FYI

Functional behavioral assessments are often:• Used in schools that implement multi-tiered

systems of support for general and special education students with behavioral problems

• Conducted with students who exhibit severe or chronic behavioral issues that have not been

resolved by less intensive interventions

Step 1:Establishing a Team

Questions to Address:

Multidisciplinary Team

The “Players”:Student’s teachers (special education, general education)

Where interfering behaviors occur

Related service personnel (special-language pathologist, OT, behavioral therapist, psychologist, etc)

Those that have regular contact with the student

Paraprofessional(s)Those who work directly with the student

parents

Step 2:Selecting a Target

Behavior

Selecting a Target Behavior: Step 2:1

• Target behaviors are challenging behaviors that are having a negative impact on the individual displaying them and/or others

• Target behaviors must be defined in ways that are observable and measurable

• The next slide shows examples and non-examples of possible target behaviors for students with ASD

Scott 2009

Problem Behavior Replacement Behavior

The student yells out answers during class.

The student raises his hand to be called on during class.

The student shoots spitballs during reading.

The student reads quietly during reading.

The student refuses to do her work. The student begins her work quietly.

Problem Behavior Replacement Behavior

Poorly defined The student is too active. The student needs to settle down.

Clearly defined The student leaves his seat when the teacher is instructing the class.

The student will stay in his seat when the teacher is instructing the class.

Name: DavidProblem Behavior: Off-taskDefinition: "Off-task" refers to engaging in activities or conversations that are not part of the teacher-assigned instructional activity.EXAMPLES: walking around the classroom without permission, talking without permission, participating in non-assigned activities.NONEXAMPLES: participating in a cooperative learning activity, raising his hand and waiting to be called on, talking with the teacher about the activity, leaving the assigned area with permission. Replacement Behavior: On-taskDefinition: "On-task" refers to engaging in teacher-assigned activities or conversations that are part of the instructional activity.EXAMPLES: participating in a class discussion, completing teacher-requested assignments (e.g., worksheets, writing activities), waiting to be called on, seeking clarification about an assignmentfrom the teacher or a peer (with permission).NONEXAMPLES: talking without permission, leaving the assigned instructional area without permission, participating in non-assigned activities.

Defining Behavior

• Poor impulse control• Angry, hostile, resentful• Paying attention• Stubborn

• Lying on the floor and refusing to move

• High pitched screams

• Hitting with fist• Kicking over chairs• Completing work• crying

Step 3:Collect Baseline Data

Methods for Conducting FBA

Indirect: Ask About Behavior Anecdotal

SurveysNotesInterviews

Direct(Descriptive): See the Behavior Observational

Data collection

Indirect Assessment Methods: Step 3:1Ask About Behavior

Indirect Methods:

ExamplesMAS - Motivational

Assessment ScaleFAST- Functional Analysis

Screening ToolPBQ- Problem Behavior

QuestionnaireInterviews- Parents,

Teachers, Student

Sample Interview Forms

• Student Interview Form• Teacher Interview Form• Parent Interview Form

Rating Scales

• Teacher Rating Scales• Student Rating Scales

Checklists and Rating Scales

Prepared by KATC January 2010

Questionnaires

• Problem Behavior Questionnaire

Direct Assessment: Step 3:2

See the Behavior

Direct and repeated observations of the student’s behavior in the natural environment are the preferred method for determining which behaviors to target for change


Collect Baseline Data Step 3:2

It is important to collect baseline data on the target behavior for two main reasons:1. Determine if the defined target behavior occurs

often or intensely enough to warrant conducting a FBA

2. Have pre-intervention data that can be compared to data collected during the implementation of the BIP to determine the effectiveness of the plan

Scott 2009

Direct Observation

Guidelines:1.Know whom and what behavior you’re

observing2.Observe long enough to get a “representative

sample”a. Across contextsb. Multiple team members

3.Try to remain unobtrusive4.Pay attention!

The National Professional Development Center on Autism

Spectrum Disorders

Methods of Data CollectionCollecting Baseline Data

• Scatter Plot• A-B-C data• Frequency (event)• Interval• Duration • Latency

The National Professional Development Center on Autism

Spectrum Disorders

Methods of Data CollectionCollecting Baseline Data

The method for collecting data will depend on the target behavior selected

The next slide shows a table of the different types of data collection procedures with explanations for implementation

Scott 2009

Examples of Methods for Collecting Data (Glasberg, 2006)

Procedure Explanation Examples

Frequency or Rate recording

Counting how many times something happens during a given time.

Hitting, running away, cursing, undressing

Duration Measuring how long a behavior lasts Tantrums, crying

Latency Measuring the amount of time that elapses between the onset of an event and the start of a behavior

Following directions, disruptive behavior that occurs during instructional activities

Intensity Tracking the various degrees of intensity of behavior using a rating system such as: 1: taps face; 2: slaps face but leaves no mark; 3: slaps face and leaves a red mark

Self-injurious behavior, tantrums. screaming

Partial Interval Time Sample

The observation period is broken into small intervals and the observer indicates whether the behavior occurred or not during that interval.

High frequency behaviors such as self-stimulatory behaviors, talking out of turn

Scott 2009

ABC Analysis

A-B-C Data FormDate/Time Setting

EventsAntecedent Behavior Consequence Possible

Function

Scott 2009

Example of an A-B-C Data FormDate/Time

Setting Events Antecedent Behavior Consequence Possible Function

4/2/08: 9:00am

John was asked to get off of the computer for writing.

The teacher gives John a writing assignment

John runs out of the room

The teacher chases after John. Once she gets him, John is sent to the office.

Avoid writing assignment

4/3/08: 11:00am

All of the students are playing with one another.

John roams around the playground by himself. Walks by the teacher several times.

John runs away from the playground.

The teacher runs after John and brings him back to the playground.

Get teacher attention

4/4/08: 10:15am

The students are at centers working.

John is roaming around the room.

John runs out of the room.

The teacher runs after John and brings him back to the room.

Get teacher attention

Scott 2009

Joseph

http://www.autismtrainingsolutions.com/fba-toolkit-exercise-3




Scatterplots

• Period of time is divided into smaller intervals.

• The observer records whether or not a behavior occurs within a given interval.

• Data are analyzed for temporal patterns


Prepared by KATC January 2010www.specialconnections.ku.edu

ScatterplotsPeriod M T W TH F TOTAL

1 5

2 0

3 1

4 4

5 0

6 0


FYI

• Data need not be collected throughout the entire day. If, for example, a behavior occurs primarily during independent reading time, data need only be gathered for a portion of that period.

• Data may also be collected on replacement behaviors. It may be necessary to have one recording system for the problem behavior and a different system for the replacement behavior.

Session 2AGENDA

Today:– Step 4: Develop a Hypothesis for the Function

of the Behavior (Triangulate the Data)– Competing Pathways Form– Analyze Real Data (Using FBA Tool)

• Tool for Making the Whole Process ABC easy– Look at data collected (from the field… your

data)– FBA Form (IC)

Step 4:Develop a Hypothesis for the Function of the Behavior (Triangulate the Data)

Triangulating the Data• At least three sources of information

should be used to develop the hypothesis as opposed to simply relying on information collected from interviews or A-B-C data alone.

• This process is called data triangulation. • The following link from CECP provides

examples of charts that can be used to show data triangulation: http://cecp.air.org/fba/problembehavior2/appendixf.htm

Scott 2009

http://cecp.air.org/fba/problembehavior2/appendixf.htm

Summary of Behavior - ShaneSetting Event Antecedent Behavior Consequence

Teacher/Staff InterviewAcademic Failure in previous class that day

Difficult tasks, any word problems & most math operations

Work refusal, doodling, not follow directives, yells at teacher, disruptive

Avoid math task, doodling, work refusal, sent to office

ABC ObservationNegative relationship w/ teacher???

Teacher confrontation

Work refusal, doodling, yells at teacher, disruptive

Avoid teacher confrontation, avoid math task, to office

Final Summary of Behavior (move to Behavior Plan)Negative relationship w/ teacher & previous academic failure

1. Teacher confrontation

2. Math task

Work refusal, doodling, yells at teacher, disruptive

Avoid math task & teacher confrontation

Features of Hypothesis Statement

1. “Best guess” about behavior & conditions under which it is observed

2. Composed of (a) problem behavior, (b) triggering antecedent, (c) maintaining consequences, & (d) setting events.

3. Represents basic working unit of FBA

Forming a HypothesisA hypothesis should address the

purpose the behavior serves for the student, how the behavior is related to setting events, antecedents and consequences, and may also include information about skill deficits (Scheuermann & Webber, 2002)

For example, a hypothesis that states, “William runs out of the classroom to avoid work,” is not very specific. Scott 2009

Forming a HypothesisInstead the hypothesis may state,

“William runs out of his science and math classrooms when given directions to go to his designated work group to avoid working collaboratively and socially interacting with peers.”

This hypothesis statement addresses the function for the behavior (avoiding work), how it is related to setting events, antecedents, and consequences (math and science classes, working collaboratively with peers), and skill deficits in social interaction. Scott 2009

Analyzing Patterns

Under what circumstances or antecedent events is the target behavior most/least likely? WHEN? WHERE? WHAT? WHO? WHY?

What consequences or results predictably follow the target behavior? WHAT DO THEY GET? WHAT DO THEY AVOID?

What broader issues are important influences on behavior?

Anatomy of an Hypothesis Statement

“When ______________________________, (summarize the antecedents here)he/she will _______________________ (summarize the problem behavior here)

in order to____________________________.” (summarize the function here)

Example Statements:

1. When the teacher’s attention is withdrawn or focused on another child,2. Zoe makes noises;3. this results in the teacher scolding and moving closer to Zoe.

1. When all the student attention is on the teacher,2. Terry interrupts the class with comments;3. the students laugh at Terry’s comments.

1. When Kim finishes work before the rest of the class,2. Kim scribbles on the desk;3. this results in the teacher giving Kim some work to do.

Step 5: Testing the Hypothesis

Test the Hypothesis

• Modify the environment so there is an increased likelihood the behavior will occur

NOTE: An important step in the FBA process is to test the hypothesis to ensure that it is correct, as long as there is no risk of injury or damage. If the behavior involves risk of injury or damage, then proceed to Step 6.

The National Professional Development Center on Autism Spectrum Disorders

Setting Events TriggeringAntecedents

MaintainingConsequences

ProblemBehavior

Testable Hypothesis“Basic Unit”

• “Best guess” about behavior & conditions under which it is observed

• Represents basic working unit of FBA

• Directly guides development of BIP

Behavior Intervention Plan (BIP)

The summary statement (completing pathways) is the foundation for a positive and

supportive plan.

BEHAVIOR SUPPORTPLANNING

COMPETING PATHWAYS

Neutralize/eliminate

settingevents

Add relevant & remove irrelevanttriggers

Teach alternative

that is moreefficient

Add effective & & removeineffectivereinforcers

Analyze Real Data (Using FBA Tool)

Behavioral Intervention Program Antecedent, Behavior, Consequence Form

Student: ________ Circle One: Mon Tue Wed Thurs Fri Page _1_______ Full day Absent Partial day: In _____ Out ______ Date: ____ Time Context/Activity Antecedent/ Setting

Events Identified Target Behaviors

Consequence/Outcome

Student Reaction Staff Initials

Begin & End

The student’s environmental surroundings (people, places, events)

Describe exactly what occurred in the environment just before targeted behavior was exhibited.

List types of behaviors displayed during incident

What happened in the environment immediately after behavior was exhibited.

How did the student react immediately following the initial consequence being delivered

8:00-8:30

Reading Getting out books and starting a new story.

Threw her book across

the room and stomped her

feet and cried.

Told her to stop.

She didn’t stop.

lr

9:00- 9:30

Math Doing multiplication problems.

Yelled out and

disrupted the class.

Told her to stop.

She didn’t stop.

lr

9:45-1015

Social Studies Round Robin Reading

Hit Stephen and then hit

Sean.

Sent her to time out.

She cried. lr




Consequence/Outcome


Begin & End




What happened in the environment immediately after behavior was exhibited?


KEY A .Group Time Key :A. Transition Key: A. Throwing

objects Key: A. Choice given

Key: A. Stopped

B. Individual Time B. Choice Given B. Disruptive outburst

B. Redirection B. Continued

C. Reading C. Redirection C. Physical Aggression

C. Discussion of Beh.

C. Intensified

D. Math D. Instruction/Directive

D. Personal space given

D. Slept

E. Spelling E. New Task E. Changed Activity

E. Yelled

F. Social Studies F. Routine Task F. Peer Attention F. Cried G. Science G. Physical

Prompts G. Verbal

reprimand G. Other behavior

H. Free Choice H. Teacher attention to others

H. Physical Prompt H. Moved away

I. I. Lunch I. told “NO” I. Time Out I. Self-stimulation

Key format




Consequence/Outcome


Begin & End






Key: A .Group Time Key :A. Transition Key: A. Throwing

objects Key: A. Choice given Key: A. Stopped

B. Individual Time B. Choice Given B. Disruptive outburst B. Redirection B. Continued C. Reading C. Redirection C. Physical Aggression C. Discussion of Beh. C. Intensified D. Math D. Instruction/Directive D. Personal space given D. Slept E. Spelling E. New Task E. Changed Activity E. Yelled F. Social Studies F. Routine Task F. Peer Attention F. Cried G. Science G. Physical Prompts G. Verbal reprimand G. Other behavior H. Free Choice H. Teacher attention to

others H. Physical Prompt H. Moved away

I. I. Lunch I. told “NO” I. Time Out I. Self-stimulation J. J. Outside J. Close proximity J. J.

Focus on 3 behaviors


Student: ____Scout______ Circle One: Mon Tue Wed Thurs Fri Page _1_______ Full day Absent Partial day: In _____ Out ______ Date: ____5/5/03_ Time Context/Activity Antecedent/ Setting


Consequence/Outcome


Begin & End The student’s environmental surroundings (people, places, events)





8:17 8:22

B

Key:A.Group Time Key:A. Transition Key:A. Throwing objects Key:A. Choice given Key:A. Stopped B. Individual Time B. Choice Given B. Disruptive outburst B. Redirection B. Continued C. Reading C. Redirection C. Physical Aggression C. Discussion of Beh. C. Intensified D. Math D. Instruction/Directive D. D. Personal space given D. Slept E. Spelling E. New Task E. E. Changed Activity E. Yelled F. Social Studies F. Routine Task F. F. Peer Attention F. Cried G. Science G. Physical Prompts G. G. Verbal reprimand G. Other behavior H. Free Choice H. Teacher attention to

others H. H. Physical Prompt H. Moved away

I. Lunch I. told “NO” I. I. Time Out I. Self-stimulation

beginning

ending


Student: ____Taylor______ Circle One: Mon Tue Wed Thurs Fri Page _1_______ Full day Absent Partial day: In _____ Out ______ Date: ____5/5/03_ Time Context/Activity Antecedent/ Setting


Consequence/Outcome


Begin & End






8:17 A A B



I. Lunch I. told “NO” I. I. Time Out I. Self-stimulation

When you get a chance fill in the other information




Consequence/Outcome


Begin & End






8:17 8:22 A A B E B LR

10:19 10:23 C A C C A LR



ehavioral Intervention Program Antecedent, Behavior, Consequence Form



Consequence/Outcome


Begin & End The student’s environmental surroundings (people, places, events)





8:17-8:19

B A B C A LR 9:23 A A B G B TP

9:54 G C I C TP



I. Lunch I. told “NO” I. I. Time Out I. Self-stimulation J. Outside J. Close proximity J. J. J.

Let’s Put it to Practice

Meet Scout Radley

*Fictional Name

Scout RadleyScout is a sixth grade child with mild intellectual disabilities. Scout has two siblings who attend the nearby high school. Scout’s mother works full time and father frequently travels.

Scout’s behaviors at school are disruptive outbursts and physical aggression.

Coming home from school, Scout eats everything in sight, leaves things laying all over the house, and argues with siblings most of the evening.

Scout is included in the regular classroom with support services provided.

Scout’s Behaviors

Throwing ObjectsA physical object leaves Scout’s hands and lands

at least six inches from Scout.Disruptive Outburst

A loud verbal sound or words that come from Scout that disturbs the learning environment.

Physical AggressionAny part of Scout’s body comes in contact with

another person with force.

Scout’s Strengths

Reinforcers:Scout likes to have conversations with adults.Scout loves to do word searches.

Strengths:Scout is comfortable talking in front of the class.Scout is good at drawing pictures.Scout has a great supportive family.

Page 3


Student: ____Scout______ Circle One: Mon Tue Wed Thurs Fri Page _____1____ Full day Absent Partial day: In _____ Out ______ Date: ____5/1/03_ Time Context/Activity Antecedent/ Setting


Consequence/Outcome


Begin & End






8:30-8:39 A A B B B LR

9:00-9:22 C E C I A TP

12:15-12:27 I H A C A LR

3:15-3:30 A A B B B TP

Key:A.Group Time Key:A. Transition Key:A. Throwing objects Key:A. Choice given Key:A. Stopped B. Individual Time B. Choice Given B. Disruptive outburst B. Redirection B. Continued C. Reading C. Redirection C. Physical Aggression C. Discussion of Beh. C. Intensified D. Math D. Instruction/Directive D. D. Personal space given D. Slept E. Spelling E. New Task E. E. Changed Activity E. Yelled F. Social Studies F. Routine Task F. F. Peer Attention F. Cried G. Science G. Physical Prompts G. G. Verbal reprimand G. Other behavior H. Free Choice H. Teacher attention to H. H. Physical Prompt H. Moved away

Data Analysis

Date:______IMPORTANT____________

Team Members_____IMPORTANT________

Days of Data __________10______________

For this example we have 10 days of data. You might have more or less.

Total Number of Incidents: ________32___________

Count the number of incidents for all the days of data collection.

Average Number of Incidents Daily: _____3.2______

Take total incidents divided by number of days you collected data

Average length of time engaged in target behavior____12 min.____.

Take total number of minutes of target behavior and divide by number of incidents. 379/32=

% of day engaged in behavior:_____9%_________

Add up the total minutes of target behavior and divide by total number of available minutes for the data recording time.

379/4200 minutes *100=

Behavior Analysis

TIME OF DAY Tally Ratio % INVOLVED

8:00-8:29 8:30-8:59 1 x/32 X% 9:00-9:29 1 9:30-9:59

10:00-10:29 10:30-10:59 11:00-11:29 11:30-11:59 12:00-12:29 1 12:30-12:59 1:00-1:29 1:30-1:59 2:00-2:29 2:30-2:59 3:00-3:30 1

Your schedule would be tailored to your day.

Behavior Analysis

TIME OF DAY

Tally Ratio % INVOLVED

8:00-8:29 0/32 0% 8:30-8:59 111111 6/32 19% 9:00-9:29 111111 6/32 19% 9:30-9:59 0/32 0%

10:00-10:29 1 1/32 3% 10:30-10:59 0/32 0% 11:00-11:29 0/32 0% 11:30-11:59 0/32 0% 12:00-12:29 11111 5/32 16% 12:30-12:59 1 1/32 3% 1:00-1:29 1111 4/32 13% 1:30-1:59 0/32 0% 2:00-2:29 1 1/32 3% 2:30-2:59 0/32 0% 3:00-3:30 11111111 8/32 25%

Behavior Analysis

DAY OF WEEK Tally AVERAGE INCIDENTS PER DAY

MONDAY (x ) Divide total by x

TUESDAY (x ) WEDNESDAY (x ) THURSDAY (x ) 4+2

FRIDAY (x )

You might have 3 Mondays and 1 Friday or some other combination. You add up the total tallies and divide by the number of each day of the week that you collected data. For this example there are 2 of each.

Behavior Analysis

DAY OF WEEK

Tally AVERAGE INCIDENTS

PER DAY MONDAY 5+6=11 11/2= 5.5 TUESDAY 2+1=3 3/2= 1.5

WEDNESDAY 1+2=3 3/2= 1.5 THURSDAY 4+2=6 6/2= 3.0

FRIDAY 4+5=9 9/2= 4.5

Behavior Analysis

CONTEXT Letter Tally Ratio % Involved Group Time a 11 x/32 x% Individual

Time b

Reading c 1 Math d

Spelling e Social

Studies f

Science g Home Room

h

Lunch i 1 Outside j

Behavior Analysis

CONTEXT Letter

Tally Ratio % Involved

Group Time a 11111111111111

14/32 44%

Individual Time

b

Reading c 111111 6/32 19%

Math d 11111 5/32 16%

Spelling e 1 1/32 03%

Social Studies

f

Science g

Home Room h

Lunch i 111111 6/32 19%

Outside j

38 %

Behaviors

BEHAVIORS Tally Ratio % INVOLVED Throwing Objects

A 1

Disruptive Outbursts

B 11

Physical Aggression

C 1

Behavior Analysis

BEHAVIORS Tally Ratio % INVOLVED

Throwing Objects 11 2/32 6%

Disruptive Outburst 11111111111111111111

20/32 63%

Physical Aggression 1111111111 10/32 31%

Not enough incidents to measure

Behavior Analysis

ANTECEDENTS Letter Tally Ratio % INVOLVE

D

Transition A 11 Choice Given B Redirection C

Instruction/Directive D New Task E 1

Routine Task F Physical Prompts G

Teacher Attention to others

H 1

Told “NO”

I

Close Proximity J Interaction K

Behavior AnalysisANTECEDENTS Letter Tally Ratio % INVOLVED

Transition A 111111111111

11

14/32 44%

Choice Given B Redirection C

Instruction/Directive

D 111 3/32 9%

New Task E 11111111

8/32 25%

Routine Task F Physical Prompts G Teacher Attention

to others H 111111

1 7/32 22%

Told “NO”

I

Close Proximity J Interaction K

ANTECEDENTS Letter Throwing Objects (A)

Disruptive Outburst (B)

Physical Aggression

(c)

Transition A 11 Choice Given B Redirection C

Instruction/Directive

D

New Task E 1 Routine Task F

Physical Prompts

G

Teacher Attention to

others

H 1

Told “NO”

I

Close Proximity

J

Interaction K

So if you have a transition antecedent and a disruptive outburst you would mark it in the “A” row in the “B” column.

Behavior Analysis

ANTECEDENTS Letter Throwing Objects

Disruptive Outbursts

Physical Aggression

Transition A 11111111111111

(14)

Choice Given B

Redirection C Instruction/Directive D 111(3)

New Task E 1 (1) 1111111 (7) Routine Task F

Physical Prompts G Teacher Attention to

others H 11 (2) 11111 (5)

Told “NO”

I

Close Proximity J

Interaction K

CONSEQUENCES Letter Throwing Objects

(A)

Disruptive Outburst (B)

Physical Aggression

(c) Choice Given A Redirection B 11 Discussion C 1 Personal Space Given

D

Changed Activity E Peer Attention F Verbal Reprimand G Physical Prompt H Time Out I 1

Just like the last one. Graph row + column.

Behavior AnalysisCONSEQUENCES Letter Throwing

Objects (A) Disruptive Outburst

(B) Physical Aggression

(c)

Choice Given A 111111 (6)

Redirection B 11111111 (8)

Discussion C 1 (1)

111 (3)

Personal Space Given D

Changed Activity E 11 (2)

Peer Attention F 1 (1)

1 (1)

Verbal Reprimand G

Physical Prompt H

Time Out I 1111111111 (10)

Behavior Analysis

CONSEQUENCE Letter Tally STUDENT REACTION % Effective

Stopped Continued Choice Given A

Redirection B 11 11 0% Discussion C 1 1 100%

Personal Space Given D Changed Activity E

Peer Attention F Verbal Reprimand G Physical Prompt H

Time Out I 1 1 100%

Tally the consequence and the student reaction. Then divide the number of stopped by the total number of behaviors.

Behavior Analysis

CONSEQUENCE Letter Tally STUDENT REACTION % Effective Stopped Continued

Choice Given A 111111 (6) 11111 (5) 1 (1) 83% Redirection B 11111111

(8) 111 (3) 11111 (5) 38%

Discussion C 1111 (4) 11 (2) 11 (2) 50% Personal Space

Given D

Changed Activity

E 11 (2) 11 (2) 0%

Peer Attention F 11 (2) 11 (2) 0% Verbal

Reprimand G

Physical Prompt H Time Out I 1111111111

(10) 11111 (5) 11111 (5) 50%

Behavior Analysis

CONSEQUENCE Letter Tally STUDENT REACTION % Effective Stopped Continued

Choice Given A 111111 (6) 11111 (5) 1 (1) 83% Redirection B 11111111

(8) 111 (3) 11111 (5) 38%

Discussion C 1111 (4) 11 (2) 11 (2) 50% Personal Space

Given D

Changed Activity

E 11 (2) 11 (2) 0%

Peer Attention F 11 (2) 11 (2) 0% Verbal

Reprimand G

Physical Prompt H Time Out I 1111111111

(10) 11111 (5) 11111 (5) 50%

Summary Statement

1. When this occurs…

(describe circumstances/antecedents)When Scout has _____________________2. the child does…

(describe target behavior)

3. to get/to avoid…

(describe consequences)

To ________________________________________

transitions

Scout has a disruptive outburst

Get adult attention.

Summary Statement

1. When this occurs…

(describe circumstances/antecedents)

When Scout has _____________________2. the child does…

(describe target behavior)

Scout shows physical aggression3. to get/to avoid…

(describe consequences)

To ________________________________________

New Tasks

Escape Work

• FBA Form in IC and on KDE website

Assignment

• Survey Monkey

Questions?

Documents

Building Behavioral Expertise in Your School Session One Lori Dehart Behavior Consultant Big East Cooperative KEDC