1. Copyright Ernsperger Data Collection Module Five

2. Copyright Ernsperger Review Functional Assessment and BIP Proactive vs. Reactive Target or Competing behaviors Beginning steps for our case study We don’t plan to fail….we fail to plan!

3. Copyright Ernsperger Information Gathering Direct Observations Interviews –Including parents Rating Scales Record Review –Review all previous records Baseline data Physiological Factors

4. Copyright Ernsperger Physiological Factors Diet and nutrition Sleep patterns and fatigue Medication side effects Sickness Stress outside the classroom

5. Copyright Ernsperger Data Collection Data collection is a key element in teaching students with autism and a vital component of a legally defensible program. Provides accountability and demonstrates that learning has occurred Data collection provides empirical evidence of intervention methods

6. Copyright Ernsperger Data Collection Event recording/Frequency –tally count of behavior Duration Recording –how long the behavior continues Latency –Time from Stimulus to an observational reaction –For example, “Stand Up” --- student stands up Time Sampling –Noting the presence of behaviors within a specific time interval

7. Copyright Ernsperger Event/Frequency Recording Easy Tally or count a target behavior Indicates the number of times a behavior occurs in a specific environment and time period It does not interfere with other events in the classroom Always produces a numerical product Useful when recording a behavior that has a clear beginning and end Recommended for high rate of occurrence

8. Copyright Ernsperger Data Collection Tools KISS –Golf counter –Hand-counter –Masking tape –Pennies or paper clips from one pocket to another

9. Copyright Ernsperger Event/Frequency Student Name: Target Behavior: Comments: DateTimeSettingFrequency

10. Copyright Ernsperger Duration Recording Establishes how long a behavior persisted It establishes how long a student engages in a particular behavior Targets behaviors that occur infrequently but for lengthy periods. KISS (keep it short and simple) –Stopwatch –Wall clock –Kitchen timer –Portability

11. Copyright Ernsperger Latency Recording Can utilize the same tools as duration data Latency data collection is used when we want to know how long it may take for a student to follow a direction –For example, computer

12. Copyright Ernsperger Duration/Latency Student Name: Target Behavior: Comments: DateSettingDurationComments

13. Copyright Ernsperger Time Sampling/Interval Recording Indicates whether or not a behavior occurs in a specific time period Records the presence or absence of a behavior during a specific timed interval Provides an estimate of the actual number of times Easy to use for high rates of behaviors Requires observers undivided attention

14. Copyright Ernsperger Time Sampling KISS –Select amount of time: 10-15 minutes –Select interval period: 30 seconds –Mark for the behavior as it occurs –Determine chart and coding: + or – –Requires direct observation and consistency

15. Copyright Ernsperger Time Sampling Student Name:BillInterval: 15 sec Date: 2/14 Target Behavior:On-Task; Working on Math +++-- -++++

16. Copyright Ernsperger Back to School Idea: Data Centers Create a “Data Collection Center” Make multiple copies with student info Accessibility Confidentiality

17. Copyright Ernsperger Case Study This week you will be collecting data for your case study. –Baseline data Select 3 different time periods for data collection –A range from 20 minutes to 60 minutes –Must use quantitative data: numerical based –Not anecdotal or note taking : ABC form is not acceptable Select or create a form. Sample copies are in the KTS book pgs 185 or 187 Submit data collection in Module 5 –Option of scanning data form for submission or summarizing data in the discussion posting