PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter 3 Procedures for Collecting Data Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Rationale for Collecting Data Measurement Dimensions of Behavior Anecdotal Reports and Permanent Product Recording Observational Recording Systems Duration and Latency Recording Interobserver Reliability Factors That Affect Data Collection and Interobserver Agreement Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Rationale Required to document progress Provides a basis to evaluate student & teacher performance Provides for accountability Good behavioral objective (Step 4 IEP & Lesson Plan) allows you to select HOW to assess & depict the data you collect (Step 4 IEP) May not be realistic in every situation on every behavioral objective (Step 4 IEP)

Types of Data Examine written records Examine tangible (permanent) products Directly observe student behavior Frequency, rate, duration, latency, topography, force, & locus (where behavior occurs)

Guidelines for Anecdotal Reports Write down the setting as you initially see it, describe the individuals and their relationship, identify the occurring activity. Record everything the targeted student says and does and to whom or to what. Describe everything said and done to the student and by whom. Clearly differentiate between fact and your interpretation of what is being observed. Provide some temporal indications so as to be able to judge duration. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Tangible (Permanent Products) Often looking at behavior after the fact Let’s you look at multiple persons, products, and allows for in-depth analysis because the product is durable Look at math test results (for example)

Observational Recording Systems Event Recording: –Recording the number of times a behavior occurs Interval Recording: –Recording of whether a behavior occurs during intervals of a specified time period. Time Sampling: –Recording of whether a behavior occurs at the end of an interval during a specified time period. Duration Recording: Recording the length of time a behavior occurs. Latency Recording: Recording the amount of time it takes for a student to begin the targeted behavior. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Antecedent Stimulus S R S Consequent Stimulus Response Latency Recording Duration Recording Event Recording Interval Recording Time Sampling Observation Systems As Related to Basic Behavioral Paradigm Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

//// //// //// /// //// //// //// //// /// Basic Data Sheet for Event Recording Student: ________________________________ Observer: _______________________________ Behavior: _______________________________ 18 10:00 – 10:15 3/ :00 – 10:15 3/15 Total Occurrences Notations of OccurrenceTime Start Stop Date Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Event Recording with Controlled Presentations 14Place spoon in mouth√√√√√√ 13Bring spoon to mouthØØØØ√√ 12Lift spoon√√√√√√ 11Scoop√√√√√√ 10Place spoon in bowlØ√√√Ø√ 9Lift spoonØØØØ√√ 8Place carton on tableØØØ√ØØ 7Pour milk in bowl√√√√√√ 6Lift cartonØØØØØ√ 5Open milk cartonØØØ√√√ 4Place box on tableØØ√√√√ 3Pour cereal in bowlØØØØØØ 2Lift box√√√√√√ 1Open cereal boxØØØØ√√ Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Interval Recording Data Sheet Student: _______________ Behavior: _____________ Date: __________________ Time Start: _____________ Setting: _______________ Observer: _______________ Time End: _____________ (Length of Intervals in Seconds) ØØ√ØØ √Ø√√√ ØØØØØ √√ØØØ Ø√√√√ Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Time Sampling Student: _______________ Behavior: ______________ Date: _________________ Time Start: _____________ Observer: ______________ Time Stop: _____________ XXOXXO OOXXOX O = nonoccurrence X = occurrence Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Coding Form for Multiple Students Tony Al Ellen Austin Mary Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Coding Form For Multiple Behaviors Sessions H √√√√√ F √ C √√√ V √√√√ H = Head Rolling F = Hand Flapping C = Finger Contortions V = High-Pitched Vocalizations Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Basic Formats for Latency and Duration Recording Data Sheets Student: ____________________ Observer: ___________________ Behavior: ___________________ Operationalization of behavior initiation: ___________________ ___________________________ Student: ________________________ Observer: _______________________ Behavior: _______________________ Behavior initiation: _______________ Behavior termination: _____________ _______________________________ DateTimeLatencyDateTimeDuration Delivery of Sd Response initiation Response termination Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Behavior Concern related to a numerical dimension of the behavior Concern related to a temporal dimension of the behavior Discrete Discrete or Continuous Prior to response initiation Time between response initiation and termination Event Recording Occurring at a high frequency Occurring at a moderate frequency Latency Recording Duration Recording Interval Recording Time Sampling Data Collection Decision-Making Process Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

How to Calculate Interobserver Agreement For Duration and Latency Data Shorter # of minutes X 100 = Percent of Agreement Longer # of minutes For Interval Recording or Time Sampling Agreements X 100 = Percent of Agreement Agreements + Disagreements Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.