1. City School District of Albany Presented by:
Data Collection
City School District of Albany
Presented by:
Cathy Huttner & Brianna Olsen
Introductions and survey audience

3. What we will learn today:
Indirect Data Collection
Direct Data Collection

4. Where are we in the FBA Process when we start data collection?
We have obtained parental consent*
We have established a Target Behavior
The Target Behavior is stated in observable and measurable terms
*Remember, you have 60 calendar days to complete the FBA
There is a copy of the FBA consent on the District FBA website.
Note technical issues.
Refer to planning worksheet.
Now we are ready to collect some data!

5. DATA

6. Indirect Data Collection
What is required for an FBA Teacher Interview Student Interview Record Review Reinforcement Preference Survey Parent Interview

7. Direct Data Collection
TWO types of Direct Data are required for an FBA
Antecedent Behavior Consequence (ABC) Data
Allows us to determine the function of the behavior
Baseline Data
Allows us to measure the behavior - how often (Frequency) or how long (Duration) or delay to start (Latency)

8. Direct Data Collection
Antecedent Behavior Consequence Data
This is a required component of the FBA process
Antecedent- What happens right before the behavior
Behavior- This is the Target Behavior
Consequence-What happens directly after the behavior (e.g., peers laugh, teacher verbal statement, continues not doing math test, sent to office, etc.. )
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

9. Direct Data Collection
Antecedent Behavior Consequence Data
Behaviors serve one of two major functions
They help us get something we like.
Tangibles (food, toys, money, activity, etc..)
Attention (smiles, conversation, scolding, etc..)
Sensory
They help us escape (or avoid) something we do not like.
Tangibles (disliked food, non-preferred activity, etc..)
Attention (scolding, conversation, lectures, etc..)
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

10. Direct Data Collection
Antecedent Behavior Consequence Data
Behavior functions to access a desirable outcome or avoid or escape an undesirable outcome.
Let’s give it a try:
When John’s mother calls him for dinner, he runs to the kitchen table and sits down. Once seated, his mother gives him dinner. What is the function of John’s running to the kitchen table?
A. Access a desirable condition
B. Escape an undesirable condition
C. John is a glutton
Mr. South asked Matt to take out his math book. Matt responds, “Your mother is ugly.” Mr. South then sends Matt to the office instead of doing math.
A. Access to a desirable condition
C. Matt is a student with Oppositional Defiant Disorder
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

11. Direct Data Collection
Baseline Data
This is a required component of the FBA process Baseline data allows us to determine the quantitative measure of a behavior Without baseline data, we will not know if the behavior is changing Measurement helps the team determine if an intervention has been successful, if we should continue the intervention, fade the intervention, or discontinue the intervention and try something else
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

12. Then you intervene HORSE RACING First you count something
Then you count it again

13. Then you intervene WEIGHT LOSS First you count something
Then you count it again

14. THE FIRST STEP IS COUNTING COUNTING IS A WAY OF ASSESSING
ASSESSING TARGET BEHAVIOR CAN INFORM BEHAVIOR INTERVENTION PLANNING AND LEAD TO TARGETED PROGRESS MONITORING

15. Direct Data Collection
Baseline Data
Five types of baseline measures:
Rate/Frequency
Duration
Latency
Time Sampling
Permanent Product
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

16. Direct Data Collection
Frequency (AKA: Rate of Responding or Event Recording)
When you combine an observation time with a count, you get a frequency (or rate of responding)
Defined as the number of responses per unit of time
Example:
Count- Charlie bit his teacher 2 times.
Frequency- Charlie bit his teacher 2 times in 1 minute.
Frequency- Charlie bit his teacher 2 times in 5 days.
*Always use the same length of observation (i.e., 30 minutes)
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

17. Direct Data Collection
Frequency (AKA: Rate of Responding or Event Recording)
Percentage of Response Opportunities
When a student has an opportunity to emit a target behavior, a percentage of response opportunities can be measured
Example:
Johnny followed staff directives 2 times
Johnny followed staff directives 2 times when given 10 directives (20%)
Johnny followed staff directives 2 times when given 2 directives (100%)
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

18. Direct Data Collection
Duration
Duration- The amount of time in which a behavior occurs
Two types of Duration: Total Duration and Duration per Occurrence
When to use duration:
To measure a behavior a student engages in for too long or too short of a time period
To measure a behavior that occurs at very high rates (ex, Rocking) or task-oriented behaviors that occur for an extended time (ex, cooperative play, off-task behavior)
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

19. Direct Data Collection
Duration
Total Duration
Total Duration is a measure of the cumulative amount of time a person engages in the target behavior
Total duration per session- Total amount of time a child is engaged in a behavior during specified time frame.
Example: Sarah engaged in solitary play for 10 minutes during a 30 minute free play session
Amount of time a person needs to complete a task without specifying a minimum or maximum observation period.
Example: How long does it take a child to complete her morning routine?
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

20. Direct Data Collection
Duration
Duration per Occurrence
Duration per Occurrence is a measure of the duration time that each instance of the target behavior occurs
Example: Out of seat- Assume that a student leaves his seat frequently for varying amounts of time. Each time the student leaves his seat, the duration of his out-of-seat behavior could be measured with a stopwatch. Record the duration of each instance.
You can take the average from each observation and graph this information.
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

21. Direct Data Collection
Latency
Latency is a measure of the elapsed time between the onset of a stimulus and the initiation of a subsequent response.
How much time occurs between an opportunity to emit a behavior and when the behavior is actually initiated?
Example: How long does it take a student to begin a task after a teacher directive?
Example: How long does it take Billy to sit at his desk after the bell rings?
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

22. Direct Data Collection
Time Sampling
You will love time sampling because Teachers can do it while doing other things – like teach! Every couple of minutes you decide if the behavior occurred and if it did mark an “X” in the box.
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

23. Direct Data Collection
Time Sampling
Three types of Time Sampling: Whole-Interval Recording Partial-Interval Recording Momentary Time Sampling
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

24. Direct Data Collection
Desired Behaviors
Direct Data Collection
Time Sampling
Whole Interval Recording
Whole-Interval Recording is used to measure continuous behaviors (ex. Cooperative play) or behaviors that occur at such high rates that observers have difficulty distinguishing one response from another (ex. Humming), but can detect whether the behavior is occurring at any time.
Divide the observation period into small intervals. At the end of each interval, record whether the target behavior occurred throughout the entire interval.
This measure is usually an underestimate of the overall percentage of the observation period in which the behavior actually occurred.
Longer intervals leads to more underestimation
Best to use whole-interval recording when measuring a desired behavior
Report as a percentage
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

25. Direct Data Collection
Undesired behaviors
Direct Data Collection
Time Sampling
Partial Interval Recording
Partial-Interval Recording - Observer records whether the behavior occurred at any time during the interval
Not concerned with how many times the behavior occurred during the interval or how long the behavior was present, just that it occurred at some point during the interval
Sometimes overestimates when behavior occurs
Use when measuring an undesired behavior
Report as a percentage
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

26. Direct Data Collection
Continuous Behavior
Time Sampling
Momentary Time Sampling
Momentary Time Sampling- record whether the target behavior is occurring at the moment that each time interval ends
Example: If conducting momentary time sampling with 1 minute intervals, an observer would look at the student at the 1 minute mark of the observation period, determine if the target behavior was occurring, and indicate that decision on the recording form. One minute later, the observer would repeat this process and continue until the observation period was over
Report as a percentage
This measurement does not require constant observation
Use this measurement only with continuous behaviors such as engagement in a task
Do not use momentary time sampling to measure low frequency, short duration behaviors
Why?
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

27. Time Sampling

28. Direct Data Collection
Permanent Product
Measurement by permanent product refers to the time of measurement (which is after the behavior occurs) and what the behavior leaves behind (which is the effect of the behavior not the behavior itself) by which the measurer (you!) comes in contact with (i.e. observes) the behavior
Examples of permanent product in schools are:
Computations of math problems written
Spelling words written
Worksheets completed
Homework assignments turned in
Test questions answered

29. Direct Data Collection
Permanent Product
“There is something to show for it”
Not all behaviors are suitable for measurement by permanent product.
Rule #1 Each occurrence of the Target Behavior must produce the same permanent product
(compare apples to apples)
Rule #2 The permanent product evaluated can only be produced by the Target Behavior (basically, be sure that the child did the work you are evaluating)

30. Direct Data Collection
How to Choose a Measure
Review your target behavior
Is target behavior a concern because of it’s frequency, duration, latency?
Would time sampling give you accurate information?
Utilize the flow chart for guidance
-You MUST complete an ABC data collection form. You may stop when a pattern emerges.
-ABC data guidelines- use shorthand or abbreviations to make recording more efficient, record only actions that are seen or heard (not interpretations of those actions), write down what happened before and right after the target behavior

31. Target Behavior is defined as
Let’s Practice
FREQUENCY
Target Behavior is defined as
Ethan places any part of his face and/or head (e.g., chin, ear, nose, etc.) on the table for a period of time in excess of 1 second.

32. Partial Interval Recording
Let’s Practice
Partial Interval Recording
Target Behavior is defined as
Ethan swings his arm and/or arms side to side and/or from back to front.

34. Questions
Mention BIP Receipt handout