MO SW-PBS Tier 3 Advanced Training Collecting Observational Data MU Center for SW-PBS College of Education University of Missouri

Working Agreements Be Respectful Be Responsible Be a Problem Solver Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group “These will be the Working Agreements we will honor during all our training sessions this year.”

Attention Signal Practice When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction “One of our agreements is to follow the attention signal.” “Your team will work with your school to develop an attention signal you will use in every setting.” “In order to get all of you focused after discussions, activities or breaks, I will ________________________________________.” (Insert your attention signal here.) “Your task will be to finish your sentence, quiet your voice and ____________________________.” (Insert what you want participants to do.) MO SW-PBS

Introductions Inquiring Minds: Take an index card and put a question on it you like to know about others. (I.e. What do you like to do on a free Saturday? What are you most proud of? Etc.) Partner up. Ask the other person your question then trade cards Partner up again and ask your new question

Outcomes Collecting observation data Determine method to collect (paper, apps, permanent products)

Purpose of Observation To collect baseline data Progress monitor There are 3 distinct purposes of observation in the FBA/BIP process. The first is to verify the summary statement which was written as a result of the FBA using an ABC observation. This purpose was presented and practiced during the initial training. Today we are discussing collecting observational data for baseline and progress monitoring purposes

Why collect baseline data? To determine current level of behavior To determine amount of change after implementing an intervention May assist in determining function of behavior Quantifying the current level of behavior enables a view of the intensity and/or frequency of the behavior. In order to determine if an intervention is creating a change in a behavior, an accurate estimation of the frequency or intensity of the behavior is needed. Watching what occurs prior and immediately following the behavior of concern will also aid in determining function of behavior. For more instruction on using observational data to determine function – see FBA training

When & Where to Observe Contexts with high probability of problem behavior Contexts with low probability of problem behavior Use the context analysis from the Adapted FACTS to identify situations in which the student has difficulty and situations during which the student performs successfully. Ask teams why they might observe in low probability contexts? To see in which situations/environments the behavior does not occur. Teams can compare conditions and identify situations that may evoke and maintain appropriate rather than inappropriate behavior.

Before the Observation Operationally define the problem behavior Location and time of observation based on page 2 of Adapted FACTS Determine type of recording system Event based Time based Behavior should be defined specifically enough so anyone observing would recognize the problem behavior. It is observable and measureable Location and time may also be determined by other factors such as availability of paras, good time for teacher or others to observe, etc.

During the Observation Always start with recording the Problem Behavior for baseline data. Begin by recording replacement behavior for ongoing monitoring. Check the activity/task occurring in class. Check the Antecedent that occurs before the behavior. Check what happened immediately after the behavior occurred in the Consequence box. Ask participants to look at Debra’s Adapted FACTS (going to use this?). What problem behavior would they write in the first time period on the A B C Observation Form?

Steps for Collecting Baseline Observation Clearly define behavior Determine simplest and most accurate way to collect data Collect data Summarize and/or graph results Use data to make decisions These are the basic steps for any observation

Step 1: Clearly Define Behavior Must be observable and therefore measureable: What does it look like? When/where does it typically happen? Can you count it (frequency), determine how long it lasts (duration), how long before it happens (latency), or intensity?

Examples On task= student is looking at teacher when they are speaking, putting pen to paper if doing seat work, or contributing actively if working in a group Talking out= student makes comment before first being acknowledged by the teacher Ask participants for additional examples

Non-examples Suzy is out of control Johnny continually talks out Sally is inappropriate with peers Jimmy is defiant with teachers These behaviors may look different for different students. What I consider “out of control” may not be what you consider “out of control”

Activity Clearly define: Out of control Talking out Inappropriate with peers Defiant with teachers Physically aggressive Allow teams time to define and be prepared to share. Definitions may include: Out of control – student lies on floor kicking and screaming, yells at others, throws items. Talking out – student speaks before being recognized by the teacher Inappropriate to peers – student says unkind words to peers, hits or strikes peers with hand, spits or throws things at peers Defiant with teachers – student does not follow directions within 10 seconds or refuses to follow at all Physically aggressive – student pushes, hits, pinches, spits, or kicks others

Step 2: Determine simplest way to collect data Types of recording: Event-based recording Time-based recording After clearly defining the behavior, it is easier to determine the simplest way to record the observation of the behavior. There are a variety of observational techniques. We are covering 2 in this presentation

Event-Based Recording Frequency recording Count occurrences of behavior in a specified time frame Best for behaviors that have a definite beginning and ending of similar duration and low frequency Standardize the time frame of observation for most accurate summarization The observer could simply put a tally mark on a piece of paper each time the student exhibits the behavior. They could also move paper clips from one pocket to another, drop something into a jar, any easy way to record it has occurred. This is best for overt behaviors that are not easily missed. The number of occurrences is affected by the amount of time observed so a standard amount of time is best (20 min) so data could be summarized by saying the behavior occurs so many times per minute.

Event-Based Recording Duration Record the length of time a behavior occurs Best for behaviors occurring for more than a few seconds (e.g. temper tantrums, out of seat, off task) Easiest to use a stop watch – start it when behavior begins and stop it when behavior ends Duration allows one to determine the average amount of time a behavior is occurring. One should still have a standard amount of time to observe – such as 20 minutes for each observation so behavior can be summarized as a ratio – student was out of seat 10/20 minutes

Event Recording Practice Youtube.com video – Selective attention test Using the event recording form, count the number of times the ‘white team’ passes the ball. Link to video: https://www.youtube.com/watch?v=vJG698U2Mvo Event Recording Form

Time-Based Recording Requires a timer Provides only an approximation of behavior Requires less teacher time Can account for behavior of various lengths The shorter the interval of recording, the more accurate the data Time-based recording is not as accurate as event recording but require less teacher time. The time to be observed (10 minutes to 1 hr) is divided into equal lengths – 10 seconds to 5 minutes.

Time-Based Recording Partial interval recording – Behavior is recorded if it occurs during any part of the interval. Whole interval recording- Behavior is recorded only if it occurs the whole interval. Momentary interval recording- Behavior is recorded if it occurs the moment the interval ends. We will be looking at 3 types of time-based recording

Time-Based Recording Partial Interval Recording When to use – behaviors occur occasionally or at a low rate. How to use – Behavior is recorded if it occurs during any part of the interval. Interval is adjusted based on the usual or hypothesized amount of time the behavior occurs. Disadvantage - Tends to over estimate occurrences (which increases as the interval increases). If a student is out of seat usually 5 times in a 30 minute time period, the interval should be 5 to 6 minutes (30 divided by 5)

Time-Based Recording Eddie Use the Partial recording form to record behavior Link to video: https://youtu.be/QNZ6nYLgikM Partial Interval Recording Form

Time-Based Recording Whole Interval Recording When to use - Best for behaviors of long duration (interval should be set at the shortest observed occurrence of the behavior). How to use - The behavior is recorded only when it has occurred the entire interval. Disadvantage - Tends to underestimate the behavior. Use when amount of time student engages in behavior is appropriate

Time Based Recording Eddie Use the Whole recording form to record behavior Link to video: https://youtu.be/QNZ6nYLgikM whole Interval Recording Form

Time-Based Recording Momentary Interval Recording When to use - Best with behaviors that are sporadic but at high rates. How to use - Observer looks at student at the end of each interval to record if behavior is occurring at that moment. Disadvantage - Tends to underestimate behavior (the smaller the interval the more accurate). Use when an equivalent amount of time a student engages in behavior is important

Time Based Recording Eddie Use the Momentary recording form to record behavior Link to video: https://youtu.be/QNZ6nYLgikM Momentary Interval Recording Form

Discussion Look at results of the three time based recordings completed How did the results differ? How will you take this into consideration when evaluating student data?

Behavior Defined Are you able to monitor Yes continuously? No Choose one Results in a permanent product High frequency behavior Choose one Interested in frequency or rate Interested in length of time a behavior occurs Permanent product Whole interval Low frequency behavior Chart to help teams decide what type of measure to select High frequency less time Event Recording (tally) Duration recording Partial interval Momentary interval

Chart to help teams decide which measure to select

Step 3. Collect Observational Data Collect during a context where the behavior is likely to occur Collect for a standard amount of time Collect 3 to 5 times or data points for baseline Collect after intervention has been implemented during the same context on a regular schedule* After it is determined how to collect observational data, it is time to actually do it. Typically 20 minutes is enough time to catch problematic behavior occurring in the context where the problem behavior is most likely to occur. 3-5 baseline points for baseline is enough unless there is great variability in the findings. When collecting baseline after implementation – collect on a regular schedule – at a minimum of weekly. Some depends on frequency of the behavior. If it is a behavior which occurs multiple times in a day, it may be collected daily where homework may be collected weekly.

Frequently Asked Questions What if the behavior doesn’t occur while I’m there? Where do I sit when I enter the room? What if the student or students ask why I am there? How many times should I observe the student in the routine? For what period of time should I observe? (Loman & Borgmeier, 2010, p. 46) Q: What if the behavior doesn’t occur while I’m there? A: Schedule another time to observe during the identified routine. – If there is still no behavior occurring, you may want to interview staff again to obtain more information. Many times the intensity of a behavior is reduced due to changes in teacher behavior. Behaviors having high intensity but low frequency may need to be recorded by the teacher or adult witnessing. It is important they note what happened before the behavior as well as after. Q: Where do I sit when I enter the room? A: Enter the room quietly, not interacting with students – Sit near enough to the student to see & hear, but not so close that it is obvious you are watching him or her. Q: What if the student or students ask why I am there? A: You can tell them you are there to see what happens in ____grade. Or you could tell them you are observing the many wonderful things their teacher does. Q: How many times should I observe the student in the routine? A: Observe until you are convinced (about 5 to10 occurrences of behavior OR 3 to 1 ratio of occurrences verifying FACTS summary). -You may have to go in on more than one day or period….but make sure you are going during identified routine. Q: For what period of time should I observe? A: This should be based on the FACTS interview results - About 15-20 minutes per routine is acceptable. - You want to observe until you are convinced (e.g. record at least 5 occurrences of problem behavior) FBA Observation: Frequently Asked Questions

Discussion Using a student in your building with problematic behavior Define behavior Choose a method of recording Determine best time of day to observe (how will you determine this?) What form will you use?

Step 4: Summarize and/or graph results Convert each observation to a single data point on a graph Each point may represent an actual number or a percentage Graphing allows for easy visual inspection Once data is graphed, a line indicating when the intervention has begun is drawn. This allows for easy comparison of baseline vs. treatment phases

Graph Components Abscissa (horizontal) = Time Ordinate (vertical) = Behavior Title (Student Name & Intervention) Data points Phase Lines Different components that need to be included on progress monitoring graphs

Behavior Time Title = Student Name & Intervention Baseline Example of a graph with baseline and intervention data Time

Graphing Conventions Connect all CONSECUTIVE data points DO NOT connect non consecutive data points DO NOT connect data points across phase lines Label all phases, axises Best practices for graphing

Lines of Progress Used to assist in Decision Making Trend Lines Aides in determining direction of progress Aides in determining approximate time to goal Goal/Aim Lines Indicates desired level of improvement ISIS will do all this for you which is part of SWIS

Step 5: Use Data to Make Decisions Use baseline to determine if behavior is problematic Use baseline to compare to intervention data to determine effect of intervention Baseline data is used to make decisions about progress in the intervention

Progress Monitoring Strategies Evaluate the effects of interventions by comparing baseline data to data during intervention. Use simple data collection strategies to monitor the student’s response to the behavior intervention plan. Read the slide. Examples of simple data collection strategies are included on the next slide.

Simple Monitoring Strategies Collect and organize completed work or track assignment scores recorded in each class Daily Progress Report Office Discipline Referrals Track Classroom Minor Behavior Referrals Develop observation schedule Self-Monitoring Examples of efficient and effective monitoring strategies The SW-PBS icon indicates that mini-modules found on pbismissouri.org have been developed to teach these strategies. While baseline may have been collected using direct observation, it does not have to be the way to progress monitor. Other strategies will be more efficient for daily use. If direct observation was used to obtain baseline, you may wish to do direct observation periodically for comparison but use something simpler for daily monitoring.

Monitoring Strategies Graph results daily Review at least weekly Report results on a regular basis to Action Team members Celebrate successes! Adjust plan as needed How to graph results? You can create an Excel Sheet to graph results, have students graph their own results or use the Advanced Tier Data Collection Spreadsheet. Adjustments are discussed on the next slide.

Using Permanent Products to Monitor Grades Absence/tardy records Tasks Assignments The grade book has a wealth of information. If a student is constantly off task, rather than observe to determine the amount of time, I could look at the number of assignments completed compared to the number assigned.

Permanent Product Monitoring Record the percentage of assignments completed to criteria Examples: Student was given 10 assignments. Student completed 7 to the criteria of passing (65%). Therefore a 70% would be graphed for his daily progress Some behaviors, such as staying on task are concerns because students do not complete assigned tasks.

Permanent Product Monitoring Permanent product considerations: Does not give us information concerning antecedents or consequences which may be affecting the behavior Limited use - May only be used with those behaviors that result in a permanent product While permanent products do not give us information concerning antecedents or consequences, that information may be obtained using the ABC form.

DPR or Self-monitoring Convert number of points possible to a percentage and graph results daily The percentage # is recorded on the progress monitoring graph

Minor Discipline Referrals as Progress Monitoring Graph the number of daily minor referrals. Do not convert to percentage. Compare actual number Actual number of minor discipline referrals are graphed

Discussion Using the same student in your building from previous discussion What monitoring method will be used to determine progress? How will it be graphed? How often will it be graphed?

Reminders for Progress Monitoring If student has positive response When will you add a skill or change goal? When will you begin to fade or graduate? If student has questionable response Check for fidelity of implementation Consider modifying or intensifying intervention If student has negative response Reteach or teach prerequisite skill Revisit function Teams should review student data on a regular schedule to be able to respond if a student has a positive/questionable/negative response

Behavior Snap A multimodal behavior observation tool created by school psychologists to identify the frequency, duration, and function of behaviors of interest for use on the iPad. Behavior Snap is available for purchase in the ipad app store www.behaviorsnap.com

Time Saving Advantages Provide clear behavioral information for data-driven decision making Compile data into meaningful and easy to read graphs with the touch of a button Produce graphs in PDF format to share by email with parents, teachers, and administrators Copy and paste graphs into BIPs or reports with ease Utilize four different behavior observation tools in one app: Interval, ABC, Frequency, and Duration Observations www.behaviorsnap.com

Uses of Behavior Snap Identify and target specific behaviors of concern Determine antecedents and maintaining consequences of problem behaviors Gather behavioral data for FBA Develop behavior intervention plans Write and track BIP goals and objectives Monitor the efficacy of BIP Track behavior across environments www.behaviorsnap.com

Features of Behavior Snap Allows for multiple behaviors to be counted simultaneously within one direct observation Customizable for individual students (saves write-in values by student) Quick start function that allows the user to begin an observation immediately, entering pertinent student identification information at a later time Sophisticated design and meaningful graphs Confidentiality measures that adhere to professional ethical standards www.behaviorsnap.com

See Behavior Snap in Action! Link to video: https://youtu.be/u97LX0iPg8U www.behaviorsnap.com

Interval Recording www.behaviorsnap.com Link to video: https://youtu.be/1E1krpSje-U www.behaviorsnap.com

Frequency Recording www.behaviorsnap.com Link to video: https://youtu.be/Col9rAtAqWY www.behaviorsnap.com

Duration Recording www.behaviorsnap.com Link to video: https://youtu.be/xyPDbJtsf-0 www.behaviorsnap.com

Discussion Discuss with your team the usability of Behavior Snap What is your current method for recording observational data Is this an app your school might consider using? How can you take the information presented and use it to improve your Tier 3 implementation?

SCOA Data Collection Tool Download SCOA application through iTunes to a compatible device. iPhone, iPad or iTouch $2.99

SCOA Data Collection Tool Includes variables of effective instruction for teacher and students Additional variables may be added Provides duration and frequency data Data can be exported into excel for calculations, analysis, and/or graphing Facilitates repeated observations and on-going monitoring Developed February 2012

SCOA Data Collection Tool Collects information at multiple levels Whole school characteristics Teacher characteristics Individual student behaviors Observation data can inform general school dynamics, teacher practices, change over time, and/or relationships among teacher and student behavior.

SCOA Data Collection Tool Variables are programmed and ready for use. Include 4 categories: instructional variables, teacher observation variables, student observation variables, and custom variables Manual includes a definition of each variable Overall timer that is set to desired length of observation

SCOA Data Collection Tool Instructional Variables (duration) Independent work One on One Small Group Peer Small Group Teacher Whole Group

SCOA Data Collection Tool Teacher Variables OTR-Group Not Teaching Teaching OTR-Individual Correct Negative then Positive Acknowledge Direction Negative Feedback Get Attention Positive Feedback

SCOA Data Collection Tool Student Variables Student Off-Task Down Time Student Active Engagement Student Passive Engagement Disruptions (frequency)

SCOA Data Collection Tool Information During Coding For questions about codes during an observation press the italics “i” to the left of the code. This will bring up a definition of the code.

SCOA Data Collection Tool Choose the type of observation to collect: OBSERVE WHOLE CLASS WITH TARGET STUDENT OBSERVE WHOLE CLASS WITHOUT TARGET STUDENT

SCOA Data Collection Tool OBSERVE WHOLE CLASS WITH TARGET STUDENT: Still includes teacher and instructional variables, but also provides option to record student engagement variables for an individual (target) child during the observation. off-task, down time, active engagement, passive engagement, disruptive,

SCOA Data Collection Tool OBSERVE WHOLE CLASS WITHOUT TARGET STUDENT Collects information on instructional variables independent work, one on one, whole group etc. Collects information on teacher variables OTR, negative feedback, positive feedback etc. Individual student variables not included

SCOA Data Collection Tool Walkthrough Observations Allows user to collect frequency of an observed topic throughout the building. The options with this collection type include YES- observed, NO-not observed, or NA-not applicable.

SCOA Data Collection Tool At the end of the session, the device will prompt you to: enter Quick Notes Provide Level of Student Engagement (if there is no target student) using a sliding scale (0% -100%) SAVE If you choose to end a session before the timer, press SAVE

Discussion Discuss with your team the usability of SCOA What is your current method for recording observational data Is this an app your school might consider using? How can you take the information presented and use it to improve your Tier 3 implementation?

Action Plan Goal: Establish a System of Support for Individual Students: Functional Behavior Assessment (FBA) Action Step: System for assigning and completing Observations Goal: Establish a System of Support for Individual Students: Behavior Intervention Plans (BIP) Identifying monitoring strategies Provide time for action planning.

References Scott, T., Anderson, C., Alter, P., Managing Classroom Behavior Using Positive Behavior Supports

Next Session: T3 Session 3 Environmental Interventions Jan. 22, 2016 EdPlus Building Annex Things to Bring: Laptop, workbook, action plan MO SW-PBS

Contact Information: Dr. Deb Childs childsde@Missouri.edu 636/373-1533