WE CANT RISK A GUESS WHEN PROVIDING SPECIAL EDUCATION SERVICES FOR OUR KIDS

Data is collected for a variety of reasons. To establish base-line data. To identify behavioral patterns Time Frequency Duration Intensity To measure student behavior in specific settings or contexts. To provide objective and accurate data to evaluate student growth. Data collected must be unbiased and purely objective. Data must be accurate and free of speculation or personal opinion. Data should never be influenced by other students or related consequences and should only reflect the behavior of the student being observed.

Data should be collected in as many settings and contexts as possible. Data collection is important in areas where behaviors are not observed to help substantiate a lack of behavior due to a lack of stimuli.

Time of day, schedule and location is very important in determining the student behavior patterns. Fatigue or the end of a medication cycle might give way to a behavioral episode, so it is important to not leave out any period during the day.

Data collected will provide information about specific behavior patterns. Data will help identify stimuli or triggers for student behavior. Data will provide observed responses to specific stimuli. Data collection is an important component of the Functional Behavior Assessment process. Data will help provide a picture of the child and give the care-giver an objective base from which to develop a hypothesis about students behavior. This hypothesis will serve as a platform on which to build a Behavior Intervention Plan.

Data collection is not limited to students with behavioral needs. Data based decisions are the basis for meeting needs in all areas. Any type of student need should be identified and based on an objective observation or assessment. IEPs are based on data collected from a variety of performance and functional levels. Social/Emotional Health/Physical Intelligence Academic Performance Communication Parent concerns

The outcome we want from effective and accurate data is a complete understanding of the child and an information database so complete that we will be able to develop an accurate hypothesis. This hypothesis will give us a starting point to begin developing a program to meet the individual childs needs and provide an educational environment in which they can learn. This is after all the goal of special education to provide a free and appropriate public education for all special needs children. To level the playing field by providing modifications, accommodations and services to meet the specific needs of the children

The data collection sheet is used to record data in a variety of settings, circumstances and activities. In order to understand student behavior we must observe responses in many different settings and we must be able to identify the behavioral patterns. The final component and perhaps the most important is identifying the antecedent. If we can identify what triggers or causes of the behavior, we can begin to understand the response.

Recording includes the following components: Setting Activity Contexts Antecedents Consequences Behavior patterns Time Frequency Intensity Duration

I - Instruction – This is instruction time where the teacher is providing direct instruction to the individual student. G - Group – This is an event where there is a group of students or individuals involved in an activity or instruction. T – Transition – This is a time where the student is moving from class to class or activity to activity. Usually when there is less supervision than in other settings. S – Seat Work – This is the time allocated to the student to work on his/her own in the classroom.

Environmental settings the child experiences during the day Academic Classroom (math, science, social studies or English) Gymnasium Lunchroom Hallway Music room The structure and presentation may vary and may provide for different behavioral opportunities Different contexts may also offer different challenges to the student and may trigger different behavior responses. Example might be: Academic learning challenges. Physical challenges in PE. Social challenges in group activities like music

What events, persons or environmental factors are present when the behaviors occur? Events examples Doing math problems (not understanding) Playing basketball and being dominated Giving a speech in front of the class and struggling with words. Asked to do school work Persons in the setting Class bully X-girlfriend Demanding teacher perceived as an enemy Group of students ignoring the child Environmental factors Temperature in the room Physical location of desk Hunger, thirst or illness. Social problems or problems at home.

A response or action taken as a result of a students behavior. Consequences can be both positive and negative but should always be intended to help the child grow and learn. Children should be taught and need to understand that consequences are something they earn as a result of their behavior. Consequences need to be recorded and the effectiveness of the consequences need to be recorded as well. In this Data collection model, we use a + or a - to show effectiveness or ineffectiveness.

ScheduleAntecedentInsubordinationFoul LanguageDisrespectConsequence 08:15 – 08:30 Before School 08:30 – 09:20 Language ArtsAsked to read aloud GGGGGGGG1-, 1-, 1-, 2+, 2+ 09:20 – 10:10 Physical Education 10:10 – 10:50 World History Asked to summarize a set of events GGGTT 1-, 1-, 1-, 2-, 2-, 3+ 10:50 – 11:40 Computer Apps 11:40 – 12:20 Lunch 12:20 – 01:10 Algebra 1 Given daily homework problems to work at desk S, S, SI, I, I4 -, 4 -, 1-, 1-, – One on One review and replacement behavior instruction 01:10 – 02:00 Vocal Music 02:00 – 02:50 Drivers Education TOTALS7-G3 -G, 2-T, 3-S2-G, 2-T, 3-I Data Collection Sheet Student Name Example Student DateAugust 12, 2010 SETTING ACTIVITY KEY: I – Instruction G – Group T – Transition S – Seat Work CONSEQUENCE KEY: 1 – Redirect 2 – Removal 3 - Parental Involvement 4 – Ignore 5 – Discipline Referral 6 - Other (explain) CONSEQUENCE EVALUATION KEY: (+) Consequence Effective (-) Consequence Ineffective