1. Behavior Identification

2. Behavior Objectives Necessary Components –The learner –The antecedent condition(s) under which the behavior is to be displayed –The target Behavior –Criteria for acceptable performance

3. Identify the Learner Promotes individualization of instruction requiring the teacher to specify the targeted student or group of students Jimmy will …. (state action) Students in the back corner will …. (state action)

4. Identify the Antecedent Description of the preceding activity, condition, or stimuli Jimmy, when using the paint easel, will place his paintbrush on the paper and paint. Debbie, when sitting at the table, will put her feet on the floor. Kevin, when finished at the snack table, will stand, pick up his trash, and place it in the waste basket.

5. Identify the Target Behavior What will the student be doing when the desired change is achieved? The words chosen should lead to behavior that is observable, measurable, and repeatable. Good verbs: to mark, to remove, to put on, to sit Poor verbs: to apply, to appreciate, to analyze, to understand

6. Identify Criteria Sets the standard for evaluation and defines what will be measured to determine completion of the desired behavior. –Acquisition Criteria: four days our of five … on each occasion … completes 80% of work –Duration Criteria: stay seated for 5 minutes –Latency Criteria: after waking up, will put on socks and shoes within three minutes … within 60 seconds of bell ringing student will be in classroom

7. Behavior Observation Measurement of Behavior

8. Preliminary Analysis of Student Behavior Student: ________________________ Teacher: ____________________________ Date: ___________________ Time Start: _______________ Time End: ___________ Classroom Activity: ______________________________________________________ Notes A ntecedent B ehavior C onsequence Time

9. Frequency or Event Recording n A simple count of the occurrence of a behavior during a specific time period. – Should be used only when the target behavior is discrete, uniform in duration, and repeatable – The observation periods per day may be fixed of variable – The duration of each observation period may vary: l when observation periods are equal in length data may be reported as frequency l when observation periods are not equal data is reported as rate

10. Student: Mike Target Behavior: Hitting Others

11. Charting Frequency and/or Rate

12. Duration Recording n Used when the teacher/researcher is interested in the amount of time a student engages in a specific behavior – Total duration: total amount of time a student is engaged in a specific behavior over a constant period of time – Average duration: average amount of time a student is engaged in a specific behavior over a variable amount of time

13. 12 3 6 9 1 2 4 5 7 8 10 11 Student: Mike Target Behavior: Out of Seat Date: Time Start: Time End: Total Time: RATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Date: Time Start: Time End: Total Time: RATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Date: Time Start: Time End: Total Time: RATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Date: Time Start: Time End: Total Time: RATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Date: Time Start: Time End: Total Time: RATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 Monday 9:30 10:45 95 sec Tuesday 9:30 10:30 55 sec Wednesday 9:40 10:30 170 sec 95/7= 13.5 55/6= 9.2 170/10= 17 20 10 5 5 10 30 15 20 10 5 5 10 5 10 5 60 20 10 5 5 10 30 15`

14. Total Time and Average Time

15. Graphing Two Variables

16. Interval Recording n Division of a specific observation period into equal intervals of smaller time periods – the observer simply indicates whether the target behavior occurred (+) or did not occur (-) during each interval – exact frequency is not recorded – relies upon a sampling effect and gives estimates of behavioral occurrence

17. 12 3 6 9 1 2 4 5 7 8 10 11 Student: Mike Target Behavior: On Task Subject Area: _____ Reading_ _______________ Interval Length: ______ 30 sec.________ Date: Time Start: Time End: Total Time: TOT Monday 9:30 9:40 10 min. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 + - - + + + - - - - + + - - + + + + - - :01 :02 :03 :04 :05 :06 :07 :08 :09 :10 SUMMARY of Interval Recording Total number of intervals 20 Intervals target behavior occurred 10 Percentage of intervals 50%

18. Time Sampling n Division of a specific observation period into equal intervals of smaller time periods – the observer simply indicates whether the target behavior is occurring (+) or not occurring (-) at the END of the interval only – exact frequency is not recorded – relies upon a sampling effect and gives estimates of behavioral occurrence – longer observation periods are possible since the observer does not have to constantly "look" at the student

19. 12 3 6 9 1 2 4 5 7 8 10 11 Student: Mike Target Behavior: On Task Subject Area: _____ Reading_ _______________ Date: Time Start: Time End: Total Time: TOT Monday 9:30 10:00 30 min. SUMMARY of Sampling Recording Total number of intervals 30 Intervals target behavior occurred 12 Percentage of intervals 40% 1 2 3 4 5 6 7 8 9 10 + - - + + + - - - - 11 12 13 14 15 16 17 18 19 20 + - - + + + - - - - 21 22 23 24 25 26 27 28 29 30 + - - + + + - - - -

20. Data-Collection Procedure Selection Responding at a high rate, and time to observe and record are no problem Time Sampling Short in duration and interested in rate or frequencyEvent Recording Continuous or very rapid, and teacher interested in length of occurrence Duration Recording Occurring almost continuously or at a high rate, and teacher interested in both duration and frequency Interval Recording Emitted after a specific cue or stimulus event, and teacher interested in length of time between specific stimuli and response Latency Recording Indicative of accuracy or mastery, and teacher is interested in level of correct or incorrect Percent Recording Emitted in conjunction with a physical prompt or verbal cue: teacher is interested in level of assistance needed to maintain present level of responding Levels of Assistance Recording Berdine, W.H. & Cegelka, P.T. (1980). Teaching the Trainable Retarded. NY: Charles E. Merrill. P. 116

21. Guidelines for adjusting frequency of data collection Kerr and Nelson (1983) Use session by session (one or more daily) recording when student progress is rapid through small-step sequences Use daily recording when student behavior fluctuates and daily program adjustments are needed Use daily recording when the daily porogress of the student is needed for intervention modifications Use biweekly or weekly probes when student progress is slow Use biweekly or weekly probes when general monitoring of behavior is needed and frequent program adjustments are not needed Use biweekly, weekly, or monthly probes when evaluating maintenance or generalization of previously mastered skills

22. UPWARD Observation System SPED 638

23. Instructional Activity n No Instruction n Lecturing n Modeling / Demonstration n Explanation / Discussion n Questioning n Prompting n Listening n Structuring / Directing n Monitoring / Supervision n Testing n Preparation n Can't Tell Category: Teacher Instruction Activity

24. Definitions: Instructional Activity n No Direct Instruction – The teacher is not engaged in an instructional activity. – Examples: Teacher is: l not in room l waiting while the class is in transition from one academic content area to another l reading the newspaper l socializing with another teacher or talking to the principal about the school fair l telling a joke that is not related to the content of the instruction l grading papers l returning homework papers

25. Definitions: Instructional Activity n Lecturing – The teacher is presenting content specific information orally. An informative talk that is characterized by being prepared prior to the recitation. – Example: l The teacher is presenting to the class a description of the social climate of Philadelphia during the writing of the U.S. constitution l The teacher is talking to the class about the role of Christian missionaries in the loss of the Hawaiian culture

26. Definitions: Instructional Activity n Modeling or Demonstration – Modeling and demonstration share a common feature in that they both require the teacher to display desired student performance. – Example: l The teacher solves a long division problem on the blackboard as a part of her presentation on long division techniques l The teacher demonstrates nonverbal communication cues during an affective education unit by spitting on the floor.

27. Definitions: Instructional Activity n Explanation or Discussion – An explanation is when the teacher is providing information concerning the substance (content) of an instructional task because one or more students have expressed a need for the information. The teacher's talk is not about the structure or directions for performing the task unless the directions are the substance of the instruction. – A discussion is defined as either a sharing of information in a didactic form (teacher-student) or a slow paced question-answer session. The content of the discussion must be on content specific information, that is, on the subject of instruction. – Example l When a teacher explains that the carry digit in a multiplication problem must go to the digit immediately to the left of the multiplication in response to a question from a student. l When the teacher is informing students that they should do problems 1-6 for homework - this is not relevant to the content

28. Teacher Behavior Teacher Name: _______________________ Student Name: _______________________ Class Activity ________________________________ Time Begin: ____________ Time End ____________ Time Increment: ________ Time Period No Instruction Lecturing Modeling / Demonstration Explanation / Discussion Questioning 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Prompting Listening Structuring / Directing Monitoring / Supervision Testing Preparation Can't Tell 1510152025303540 tot % 1510152025303540 tot % 1510152025303540 tot % 1510152025303540 tot % Student Behavior 1. Jim - OFF-TASK 2. 3. Bill - OFF-TASK 4. 5. 6. 7.