Recording and Analyzing Behavior

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

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).

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)

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

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

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

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

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.

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

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

Graphing the data

After INTERVENTION

Other Examples of Frequency Recording http://www.msubillings.edu/COEFaculty/LChristensen/Data%20collection%202.htm http://www.kipbs.org/new_kipbs/fsi/files/Obs%20Forms-Event%20Recording%20Form%20_3-9-06_.pdf List 2 behaviors in your daily life that you can record using Frequency recording, and the easiest way to count them.

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.

Sample Recording- Duration Recording http://www.positivelyautism.com/RecordingSheet_Duration.pdf 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.

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

Example Behavior video that we will use to record behavior using DURATION RECORDING http://www.youtube.com/watch?v=BDWEA3Jje9E&feature=related Temper tantrum Use one method: Whole Interval Partial Interval Momentary Time Sampling

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

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: http://schools.nyc.gov/documents/d75/pbs/FBA/Direct%20Observation%20Forms/Latency%20Definition%20and%20Recording.pdf http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/latency The track team’s sprinters are trying to reduce the time between the starting tone and exit from the starting blocks.

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).

ABC analysis

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?

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.

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

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

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

ABC analysis A B C

Some examples of ABC Analysis http://www.specialconnections.ku.edu/~specconn/page/behavior/fba/pdf/completedabcchart.pdf www.gvsu.edu/.../Behavior..._/10%5B1%5D.%20ABC%20Checklist.DOC

Resources http://www.behavioradvisor.com/BehRecord.html http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/whole#ques4 http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Data.pdf http://iris.peabody.vanderbilt.edu/case_studies/ICS-014.pdf