1. Teachers often feel that they only have 4 options in dealing with behaviors. Ignore the problem and hope it goes away Refer the student/s to an assistant principal Call the students’ parents and ask for help Apply a consequence, such as detention or some other punishment

2. Defining the target behavior Observable Measurable Clear and concise Complete

3. Steps in the behavior change process  select target behavior  collect and record baseline data  FBA  identify reinforcers  implement interventions, collect and record intervention data  evaluate the effects of the intervention

4. Select the target behavior The target behavior is the behavior to be changed or modified. The target behavior may be an existing behavior that needs to be increased or decreased or a non-occurring behavior. Considerations of target behavior; type of behavior, frequency of behavior, duration of behavior, intensity of behavior

5. Hawthorne Effect If you discuss what you are observing with your students/subjects. That means when you collect your baseline data that it has been compromised…. People will do better (or worse) than typical if they know…. so the baseline data is not valid.

6. Order of priorities Behaviors that risk the child’s life Behaviors that risk the child’s continuing to live with the family Behaviors that limit the child’s participation in special education Behaviors that limit the child’s adaptation to the community outside home and school

7. Factors danger to individual or others frequency duration behavior will produce higher level of reinforcement for individual than other behaviors impact of behavior on skill development if learning the behavior will reduce the negative attention that the individual receives if learning the behavior will increase reinforcement for others in the individual’s environment difficulty (time and energy) to be expended to change behavior cost involved in changing behavior

8. Infrequent behaviors Some behaviors occur so infrequently that they do not require a formal program for example:  annual 2 minute tantrum  occasional reading reversal  infrequent falling out of his seat  monthly bus-missing behavior

9. Behavior change directions Increase group participation, in-seat behavior, interactions with peers, typing skills, reading rate, number skills, study skills Decrease verbal outbursts, inattentiveness, use of four letter words, food intake, smoking, talking during study period, spelling errors

10. Target behavior selection select only one behavior analyze behavior for frequency, duration, intensity and type is behavior to be decreased or increased (direction of behavior change) is the behavior observable is the behavior measurable in numeric terms describe the behavior in precise, descriptive terminology

11. Ask yourself? Can you count the number of times the behavior has occurred in a given amount of time? Can you describe the target behavior so that someone who is unfamiliar with what you are doing will know exactly what to look for? Have you broken the behavior down to its smallest components Is the definition valid? Can every instance of the behavior be captured? Is the definition reliable? Can two or more observers record the same occurrences and non-occurrences of the behavior?

12. Behavioral Dimensions FREQUENCY The number of times a behavior occurs. When determining frequency of occurrence of a behavior, we count the number of times the behavior occurs within an observation period.

13. RATE frequency expressed in ratio with time can compare frequency data in non- standardized observation periods or opportunities to respond. Rate is calculated by dividing the number of times a behavior occurred by the length of the observation period.

14. Duration a measurement of how long a behavior lasts Duration is important when the concern is not the number of times a behavior occurs but how long

15. Latency length of time between instructions to perform it and the occurrence of the behavior Latency is relevant when the concern is not how long it takes a student to do something, but how long it takes to begin to do it

16. Topography what the behavior looks like topography describes a behavior’s complexity or its motor components. It may involve many behaviors performed together.

17. Force the intensity of the behavior

18. Locus describes where it occurs, either in the environment, or on the individuals body. Locus describes the target of the behavior or where in the environment the behavior is taking place

19. Project 2 For the purpose of project 2 - we will be using the following behavioral dimensions.  frequency  rate  duration  latency  topography  force  locus

20. Project 2: Identify and define a target behavior  you will identify a target behavior of the selected participant to increase. The target behavior must be observable. Identify the DIMENSIONS of the target behavior and define it so it can be measured reliably. Tell why you chose this behavior for the participant. How will increasing the behavior make a difference in the life of the participant?

21. Three general categories of collecting data for behavioral information Reviewing and analyzing written reports Observation Recording a sample of the behavior as it occurs

22. Methods of obtaining information  Interviewing the student  Interviewing others  Testing the student  Directly observing the student

23. Recording systems Permanent product - outcomes of behavior Observational recording systems  event recording - counts  interval recording - counts  time sampling - counts  duration - temporal  latency - temporal

24. Permanent Product Recording tangible items or environmental effects that result from a behavior; for example written academic work

25. Event recording Recording a tally or frequency count of behavior as it occurs within an observation period; an observational recording procedure

26. Interval recording An observational recording system in which an observation period is divided into a number of short intervals. The observer counts the number of intervals when the behavior occurs

27. Time sampling An observational recording system in which an observation period is divided into equal intervals; the target behavior is observed at the end of each interval

28. Duration Recording the amount of time between the initiation of a response and its conclusion; an observational recording procedure

29. Latency Recording the amount of time between the presentation of the cue and the initiation of a response.

30. Figures 3-3 Observational data collection systems pg 103 Figure 3-22 Selected observational recording procedures pg 134

31. FACTORS Reactivity - presence of an observer Observer drift - change the stringency of operational definitions Complexity - observational coding system Expectancy - bias interpretation of results

32. Classroom Observation handout

33. Recording sheets Develop a recording sheet for your baseline data collection.

34. Graphing Data Graphs should be simple and uncluttered Purposes for graphs:  means for organization  formative & summative program evaluation  vehicle for communication  commonly used to display data in a serial manner across duration of instruction or intervention

35. Simple Line Graph Set of boundaries  axes x-axis - abscissa, horizontal y-axis - ordinate, vertical Axes are drawn in a ratio of 2:3  If y = 2, then x = 3

36. Abscissa The x-axis serves as the boundary of the graph. Shows how frequently data were collected during the period represented on the graph. The right boundary of the graph ends at the last session.  Horizontal line – bottom boundary

37. Ordinate Vertical line serves as the left-hand boundary of the graph. The label identifies the target behavior and kind of data that is being reported.

38. Simple line graph

39. Can you label the following parts ? Abscissa Ordinate Abscissa label Ordinate label Ordinate scale Data point Data path

40. Simple line graph

41. Definitions Ordinate scale - scale on the y axis, used to record the performance of the target behavior, ALWAYS begins with zero Scale break - when the ordinate scale is not continuous, it is permissible to begin the scale at zero, draw two horizontal lines between the first and second lines on the graph paper, & label the 2nd line 50%.

42. Data Point Each data point is individually plotted. The placement or value does not affect the placement or value of the next data point. Small geometric forms, such as circles, squares, or triangles are used to represent the occurrences of the target behavior during a specific time segment.

43. Data Path When a solid line is drawn connecting the data points, it forms the data path. A single geometric shape is used to represent each point on a single data path. When more than one path is represented - each path is represented by a different geometric shape. No more than 3 different paths should be plotted on a single graph. Continuity break- 2 parallel hash marks are placed on the data path to indicate a break in the sequence of the intervention

44. Student identification the name of the student(s) is placed in a box in the bottom right hand corner of the page of the graph.

45. Permanent Product Data number of items or percentage of terms resulting from behavior % of correct responses can be calculated by dividing the number of correct responses by the total number of responses and multiplying the result by 100. Ex. % of correctly spelled words, # of math problems completed

46. Event Data May be recorded as  # of occurrences of a behavior if the amount of time is consistent across sessions  # of correct or a % if there are a consistent # of opportunities to respond  a % correct if the # of opportunities to respond varies

47. Rate Data Required when concerned about accuracy and speed Rate data reflect fluency of performance and allow judgements about the development of proficiency. If the responding varies from session to session, rate must be calculated so that the data can be compared. See figure 4-6, p. 154

48. Interval and Time Sampling Reported as the number or percent of total observed intervals during which the behavior occurs (usually reported as %). Interval data is usually divided into short segments of time, if the targeted behavior occurred any time within that interval, it is counted. Time sampling data is divided into periods of time, and behaviors are counted if they occur at the end of the interval.

49. Duration Data Reported as the number of minutes or seconds it takes a student to complete a behavior or as how much of a specified period of time a student spent engaging in a particular behavior.

50. Latency Reported as the number of minutes or seconds that elapse before a student initiates a behavior following a request for the behavior to be performed or for a natural occasion for its performance to occur.

51. Conditions Phases of an intervention during which different approaches or techniques are used. Baseline: current level of behavior Intervention: by drawing a dashed line between the last session of one condition and the beginning of another. Data points are not connected across conditions.

52. Vertical dashed line runs from the top of the graph to the bottom of the graph this line is drawn between the last session of one condition and the first session of the next remember data points are not connected across conditions a brief descriptive condition label is placed above the data path for each condition

53. Cumulative graphs presents an additive view of a behavior across sessions, providing a count of the total number of responses. a steep slope indicates rapid responding, a gradual slope indicates slow responding, and a plateau or straight line indicates not responding,

54. Cumulative graphs provides a continuous line with a slope that indicates the rate of responding steep slope - indicates rapid responding gradual slope - indicates slow responding plateau - indicates no responding (straight line)

55. Baseline data Joshua’s hitting behavior Time MTWTFTotal 9-9:10 //// 4 9:30-40 ////// 6 10-10:10 ///////// 9 10:30-40 ///////////// 13 Day total 76775

56. GOOD MORNING

57. Joshua baseline data Frequency of hitting behavior BaselineIntervention

58. Joshua baseline data Frequency of hitting behavior BaselineIntervention

59. Bar graph - histogram a bar graph uses vertical bars rather than data points and connecting lines to indicates performance each vertical bar represents one observation period height corresponds with a performance value on the ordinate summarize student performance data

60. Trend lines - step 1 Divide the number of data points in half by drawing a vertical line down the graph

61. Line is drawn between sessions 5 & 6

63. Trend lines - step 2 On the left half of the graph, find the mid- session and draw a vertical line

64. Line is drawn at session 3

66. Trend lines - step 3 On the left half of the graph, find the mid- performance point and draw a horizontal line.

67. Draw line at mid-performance point

69. Trend lines - step 4 Repeat steps of 2 and 3 on the right half of the graph.

72. Trend lines - step 5 Draw a line connecting the intersections of both halves of the graph. THIS IS THE TREND LINE

73. Trend line

75. Single Subject Designs Review  x-axis  y-axis  phase change line  phase labels  data points  data path (trend line)  figure legend

76. Purpose of single subject designs to demonstrate experimental control to show intervention effects

77. Aspects of single subject designs Comparisons made between conditions must have an intervention to use single subject design more than one person or group can be included in the intervention

78. Types of single subject designs AB ABAB or reversal Multiple baseline  across settings  across subjects  across behaviors

79. Variable Refers to any number of factors involved in research  dependent variables-behavior being targeted for change  independent variable-intervention being used to change behavior  Functional relationship - trying to demonstrate a cause-effect relationship between dependent and independent variables

80. Baseline data Quantitative data collected before the behavior change intervention has been implemented. Process of collecting pre-intervention or baseline data can be referred to as a functional assessment Baseline data should be stable (provides a representative sample)

81. Functional behavioral assessment Identification of antecedent and consequent events, temporarily contiguous to the behavior,which occasion and maintain the behavior Baseline data provide the foundation on which the behavior change process is established.

82. Trend Indication of direction in the performance of the behavior usually 3 successive data points in the same direction  no trend  increasing trend  decreasing trend

83. Experimental Control Experimental control - changes in the dependent variable are related to manipulations of the independent variable Confounding variables - conditions that are not controlled by the teacher

84. AB design Two phases - baseline and intervention weakest of all designs does not provide for replication simple quick and uncomplicated does not demonstrate confidence in determination of a functional relationship

85. ABAB (reversal) Phases - baseline, intervention, baseline 2, intervention2 simple allows for precise analysis withdrawal of an effective intervention

86. Changing criterion design Two phases - baseline and intervention intervention phase has sub-phases  systematic changing of performance (increase or decrease) criterion  each intervention sub phase is separated on the graphic display by a dashed line  no need to withdraw a successful intervention

87. Multiple baseline design Simultaneous analysis of more than dependent variable.  Page 186 in your text looks at multiple baselines across behaviors, individuals or settings.  Same scale of measurement should be used across all….

88. Advantages/Disadvantages Can establish a functional relationship without withdrawing the intervention can be difficult to control confounding variables across settings, behaviors or students.

89. Alternating Treatments Allows comparison of the effectiveness of more than one treatment or intervention on a single subject ABCBABACAB, BAC can provide accurate and rapid feedback answers the question which method is most effective

90. Changing conditions Interventions are introduced consecutively ABC design can only give an indication of the effectiveness no functional relationship can be established