1. MO SW-PBS Tier 3 Advanced Training Collecting Observational Data
MU Center for SW-PBS
College of Education
University of Missouri

2. Working Agreements Be Respectful Be Responsible Be a Problem Solver
Be an active listener—open to new ideas
Use notes for side bar conversations
Be Responsible
Be on time for sessions
Silence cell phones—reply appropriately
Be a Problem Solver
Follow the decision making process
Work toward consensus and support decisions of the group
“These will be the Working Agreements we will honor during all our training sessions this year.”

3. Attention Signal Practice
When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction
“One of our agreements is to follow the attention signal.”
“Your team will work with your school to develop an attention signal you will use in every setting.”
“In order to get all of you focused after discussions, activities or breaks,
I will ________________________________________.”
(Insert your attention signal here.)
“Your task will be to finish your sentence, quiet your voice and ____________________________.”
(Insert what you want participants to do.)
MO SW-PBS

4. Introductions Inquiring Minds:
Take an index card and put a question on it you like to know about others. (I.e. What do you like to do on a free Saturday? What are you most proud of? Etc.)
Partner up. Ask the other person your question then trade cards
Partner up again and ask your new question

5. Outcomes Collecting observation data
Determine method to collect (paper, apps, permanent products)

6. Purpose of Observation
To collect baseline data
Progress monitor
There are 3 distinct purposes of observation in the FBA/BIP process. The first is to verify the summary statement which was written as a result of the FBA using an ABC observation. This purpose was presented and practiced during the initial training.
Today we are discussing collecting observational data for baseline and progress monitoring purposes

7. Why collect baseline data?
To determine current level of behavior
To determine amount of change after implementing an intervention
May assist in determining function of behavior
Quantifying the current level of behavior enables a view of the intensity and/or frequency of the behavior. In order to determine if an intervention is creating a change in a behavior, an accurate estimation of the frequency or intensity of the behavior is needed. Watching what occurs prior and immediately following the behavior of concern will also aid in determining function of behavior. For more instruction on using observational data to determine function – see FBA training

8. When & Where to Observe
Contexts with high probability of problem behavior
Contexts with low probability of problem behavior
Use the context analysis from the Adapted FACTS to identify situations in which the student has difficulty and situations during which the student performs successfully.
Ask teams why they might observe in low probability contexts? To see in which situations/environments the behavior does not occur.
Teams can compare conditions and identify situations that may evoke and maintain appropriate rather than inappropriate behavior.

9. Before the Observation
Operationally define the problem behavior
Location and time of observation based on page 2 of Adapted FACTS
Determine type of recording system
Event based
Time based
Behavior should be defined specifically enough so anyone observing would recognize the problem behavior. It is observable and measureable
Location and time may also be determined by other factors such as availability of paras, good time for teacher or others to observe, etc.

10. During the Observation
Always start with recording the Problem Behavior for baseline data. Begin by recording replacement behavior for ongoing monitoring.
Check the activity/task occurring in class.
Check the Antecedent that occurs before the behavior.
Check what happened immediately after the behavior occurred in the Consequence box.
Ask participants to look at Debra’s Adapted FACTS (going to use this?). What problem behavior would they write in the first time period on the A B C Observation Form?

11. Steps for Collecting Baseline Observation
Clearly define behavior
Determine simplest and most accurate way to collect data
Collect data
Summarize and/or graph results
Use data to make decisions
These are the basic steps for any observation

12. Step 1: Clearly Define Behavior
Must be observable and therefore measureable:
What does it look like?
When/where does it typically happen?
Can you count it (frequency), determine how long it lasts (duration), how long before it happens (latency), or intensity?

13. Examples
On task= student is looking at teacher when they are speaking, putting pen to paper if doing seat work, or contributing actively if working in a group
Talking out= student makes comment before first being acknowledged by the teacher
Ask participants for additional examples

14. Non-examples Suzy is out of control Johnny continually talks out
Sally is inappropriate with peers
Jimmy is defiant with teachers
These behaviors may look different for different students. What I consider “out of control” may not be what you consider “out of control”

15. Activity Clearly define: Out of control Talking out
Inappropriate with peers
Defiant with teachers
Physically aggressive
Allow teams time to define and be prepared to share.
Definitions may include:
Out of control – student lies on floor kicking and screaming, yells at others, throws items.
Talking out – student speaks before being recognized by the teacher
Inappropriate to peers – student says unkind words to peers, hits or strikes peers with hand, spits or throws things at peers
Defiant with teachers – student does not follow directions within 10 seconds or refuses to follow at all
Physically aggressive – student pushes, hits, pinches, spits, or kicks others

16. Step 2: Determine simplest way to collect data
Types of recording:
Event-based recording
Time-based recording
After clearly defining the behavior, it is easier to determine the simplest way to record the observation of the behavior. There are a variety of observational techniques. We are covering 2 in this presentation

17. Event-Based Recording
Frequency recording
Count occurrences of behavior in a specified time frame
Best for behaviors that have a definite beginning and ending of similar duration and low frequency
Standardize the time frame of observation for most accurate summarization
The observer could simply put a tally mark on a piece of paper each time the student exhibits the behavior. They could also move paper clips from one pocket to another, drop something into a jar, any easy way to record it has occurred. This is best for overt behaviors that are not easily missed. The number of occurrences is affected by the amount of time observed so a standard amount of time is best (20 min) so data could be summarized by saying the behavior occurs so many times per minute.

18. Event-Based Recording
Duration
Record the length of time a behavior occurs
Best for behaviors occurring for more than a few seconds (e.g. temper tantrums, out of seat, off task)
Easiest to use a stop watch – start it when behavior begins and stop it when behavior ends
Duration allows one to determine the average amount of time a behavior is occurring. One should still have a standard amount of time to observe – such as 20 minutes for each observation so behavior can be summarized as a ratio – student was out of seat 10/20 minutes

19. Event Recording Practice
Youtube.com video – Selective attention test
Using the event recording form, count the number of times the ‘white team’ passes the ball.
Link to video:
Event Recording Form

20. Time-Based Recording Requires a timer
Provides only an approximation of behavior
Requires less teacher time
Can account for behavior of various lengths
The shorter the interval of recording, the more accurate the data
Time-based recording is not as accurate as event recording but require less teacher time. The time to be observed (10 minutes to 1 hr) is divided into equal lengths – 10 seconds to 5 minutes.

21. Time-Based Recording
Partial interval recording – Behavior is recorded if it occurs during any part of the interval.
Whole interval recording- Behavior is recorded only if it occurs the whole interval.
Momentary interval recording- Behavior is recorded if it occurs the moment the interval ends.
We will be looking at 3 types of time-based recording

22. Time-Based Recording Partial Interval Recording
When to use – behaviors occur occasionally or at a low rate.
How to use – Behavior is recorded if it occurs during any part of the interval. Interval is adjusted based on the usual or hypothesized amount of time the behavior occurs.
Disadvantage - Tends to over estimate occurrences (which increases as the interval increases).
If a student is out of seat usually 5 times in a 30 minute time period, the interval should be 5 to 6 minutes (30 divided by 5)

23. Time-Based Recording Eddie
Use the Partial recording form to record behavior
Link to video:
Partial Interval Recording Form

24. Time-Based Recording Whole Interval Recording
When to use - Best for behaviors of long duration (interval should be set at the shortest observed occurrence of the behavior).
How to use - The behavior is recorded only when it has occurred the entire interval.
Disadvantage - Tends to underestimate the behavior.
Use when amount of time student engages in behavior is appropriate

25. Time Based Recording Eddie
Use the Whole recording form to record behavior
Link to video:
whole Interval Recording Form

26. Time-Based Recording Momentary Interval Recording
When to use - Best with behaviors that are sporadic but at high rates.
How to use - Observer looks at student at the end of each interval to record if behavior is occurring at that moment.
Disadvantage - Tends to underestimate behavior (the smaller the interval the more accurate).
Use when an equivalent amount of time a student engages in behavior is important

27. Time Based Recording Eddie
Use the Momentary recording form to record behavior
Link to video:
Momentary Interval Recording Form

28. Discussion
Look at results of the three time based recordings completed
How did the results differ?
How will you take this into consideration when evaluating student data?

29. Behavior Defined Are you able to monitor Yes continuously? No Choose
one
Results in a permanent product
High frequency behavior
Choose
one
Interested in frequency or rate
Interested in length of time a behavior occurs
Permanent product
Whole interval
Low frequency behavior
Chart to help teams decide what type of measure to select
High frequency less time
Event Recording (tally)
Duration recording
Partial interval
Momentary interval

30. Chart to help teams decide which measure to select

31. Step 3. Collect Observational Data
Collect during a context where the behavior is likely to occur
Collect for a standard amount of time
Collect 3 to 5 times or data points for baseline
Collect after intervention has been implemented during the same context on a regular schedule*
After it is determined how to collect observational data, it is time to actually do it. Typically 20 minutes is enough time to catch problematic behavior occurring in the context where the problem behavior is most likely to occur baseline points for baseline is enough unless there is great variability in the findings.
When collecting baseline after implementation – collect on a regular schedule – at a minimum of weekly. Some depends on frequency of the behavior. If it is a behavior which occurs multiple times in a day, it may be collected daily where homework may be collected weekly.

32. Frequently Asked Questions
What if the behavior doesn’t occur while I’m there?
Where do I sit when I enter the room?
What if the student or students ask why I am there?
How many times should I observe the student in the routine?
For what period of time should I observe?
(Loman & Borgmeier, 2010, p. 46)
Q: What if the behavior doesn’t occur while I’m there?
A: Schedule another time to observe during the identified routine. – If there is still no behavior occurring, you may want to interview staff again to obtain more information. Many times the intensity of a behavior is reduced due to changes in teacher behavior. Behaviors having high intensity but low frequency may need to be recorded by the teacher or adult witnessing. It is important they note what happened before the behavior as well as after.
Q: Where do I sit when I enter the room?
A: Enter the room quietly, not interacting with students – Sit near enough to the student to see & hear, but not so close that it is obvious you are watching him or her.
Q: What if the student or students ask why I am there?
A: You can tell them you are there to see what happens in ____grade. Or you could tell them you are observing the many wonderful things their teacher does.
Q: How many times should I observe the student in the routine?
A: Observe until you are convinced (about 5 to10 occurrences of behavior OR 3 to 1 ratio of occurrences verifying FACTS summary). -You may have to go in on more than one day or period….but make sure you are going during identified routine.
Q: For what period of time should I observe?
A: This should be based on the FACTS interview results - About minutes per routine is acceptable. - You want to observe until you are convinced (e.g. record at least 5 occurrences of problem behavior)
FBA Observation: Frequently Asked Questions

33. Discussion Using a student in your building with problematic behavior
Define behavior
Choose a method of recording
Determine best time of day to observe (how will you determine this?)
What form will you use?

34. Step 4: Summarize and/or graph results
Convert each observation to a single data point on a graph
Each point may represent an actual number or a percentage
Graphing allows for easy visual inspection
Once data is graphed, a line indicating when the intervention has begun is drawn. This allows for easy comparison of baseline vs. treatment phases

35. Graph Components Abscissa (horizontal) = Time
Ordinate (vertical) = Behavior
Title (Student Name & Intervention)
Data points
Phase Lines
Different components that need to be included on progress monitoring graphs

36. Behavior Time Title = Student Name & Intervention Baseline
Example of a graph with baseline and intervention data
Time

37. Graphing Conventions Connect all CONSECUTIVE data points
DO NOT connect non consecutive data points
DO NOT connect data points across phase lines
Label all phases, axises
Best practices for graphing

38. Lines of Progress Used to assist in Decision Making Trend Lines
Aides in determining direction of progress
Aides in determining approximate time to goal
Goal/Aim Lines
Indicates desired level of improvement
ISIS will do all this for you which is part of SWIS

39. Step 5: Use Data to Make Decisions
Use baseline to determine if behavior is problematic
Use baseline to compare to intervention data to determine effect of intervention
Baseline data is used to make decisions about progress in the intervention

40. Progress Monitoring Strategies
Evaluate the effects of interventions by comparing baseline data to data during intervention.
Use simple data collection strategies to monitor the student’s response to the behavior intervention plan.
Read the slide.
Examples of simple data collection strategies are included on the next slide.

41. Simple Monitoring Strategies
Collect and organize completed work or track assignment scores recorded in each class
Daily Progress Report
Office Discipline Referrals
Track Classroom Minor Behavior Referrals
Develop observation schedule
Self-Monitoring
Examples of efficient and effective monitoring strategies
The SW-PBS icon indicates that mini-modules found on pbismissouri.org have been developed to teach these strategies.
While baseline may have been collected using direct observation, it does not have to be the way to progress monitor. Other strategies will be more efficient for daily use. If direct observation was used to obtain baseline, you may wish to do direct observation periodically for comparison but use something simpler for daily monitoring.

42. Monitoring Strategies
Graph results daily
Review at least weekly
Report results on a regular basis to Action Team members
Celebrate successes!
Adjust plan as needed
How to graph results? You can create an Excel Sheet to graph results, have students graph their own results or use the Advanced Tier Data Collection Spreadsheet.
Adjustments are discussed on the next slide.

43. Using Permanent Products to Monitor
Grades
Absence/tardy records
Tasks
Assignments
The grade book has a wealth of information. If a student is constantly off task, rather than observe to determine the amount of time, I could look at the number of assignments completed compared to the number assigned.

44. Permanent Product Monitoring
Record the percentage of assignments completed to criteria
Examples:
Student was given 10 assignments. Student completed 7 to the criteria of passing (65%). Therefore a 70% would be graphed for his daily progress
Some behaviors, such as staying on task are concerns because students do not complete assigned tasks.

45. Permanent Product Monitoring
Permanent product considerations:
Does not give us information concerning antecedents or consequences which may be affecting the behavior
Limited use - May only be used with those behaviors that result in a permanent product
While permanent products do not give us information concerning antecedents or consequences, that information may be obtained using the ABC form.

46. DPR or Self-monitoring
Convert number of points possible to a percentage and graph results daily
The percentage # is recorded on the progress monitoring graph

47. Minor Discipline Referrals as Progress Monitoring
Graph the number of daily minor referrals. Do not convert to percentage. Compare actual number
Actual number of minor discipline referrals are graphed

48. Discussion
Using the same student in your building from previous discussion
What monitoring method will be used to determine progress?
How will it be graphed?
How often will it be graphed?

49. Reminders for Progress Monitoring
If student has positive response
When will you add a skill or change goal?
When will you begin to fade or graduate?
If student has questionable response
Check for fidelity of implementation
Consider modifying or intensifying intervention
If student has negative response
Reteach or teach prerequisite skill
Revisit function
Teams should review student data on a regular schedule to be able to respond if a student has a positive/questionable/negative response

50. Behavior Snap
A multimodal behavior observation tool created by school psychologists to identify the frequency, duration, and function of behaviors of interest for use on the iPad.
Behavior Snap is available for purchase in the ipad app store

51. Time Saving Advantages
Provide clear behavioral information for data-driven decision making
Compile data into meaningful and easy to read graphs with the touch of a button
Produce graphs in PDF format to share by with parents, teachers, and administrators
Copy and paste graphs into BIPs or reports with ease
Utilize four different behavior observation tools in one app: Interval, ABC, Frequency, and Duration Observations

52. Uses of Behavior Snap
Identify and target specific behaviors of concern
Determine antecedents and maintaining consequences of problem behaviors
Gather behavioral data for FBA
Develop behavior intervention plans
Write and track BIP goals and objectives
Monitor the efficacy of BIP
Track behavior across environments

53. Features of Behavior Snap
Allows for multiple behaviors to be counted simultaneously within one direct observation
Customizable for individual students (saves write-in values by student)
Quick start function that allows the user to begin an observation immediately, entering pertinent student identification information at a later time
Sophisticated design and meaningful graphs
Confidentiality measures that adhere to professional ethical standards

54. See Behavior Snap in Action!
Link to video:

55. Interval Recording www.behaviorsnap.com
Link to video:

56. Frequency Recording www.behaviorsnap.com
Link to video:

57. Duration Recording www.behaviorsnap.com
Link to video:

58. Discussion Discuss with your team the usability of Behavior Snap
What is your current method for recording observational data
Is this an app your school might consider using?
How can you take the information presented and use it to improve your Tier 3 implementation?

59. SCOA Data Collection Tool
Download SCOA application through iTunes to a compatible device.
iPhone, iPad or iTouch
$2.99

60. SCOA Data Collection Tool
Includes variables of effective instruction for teacher and students
Additional variables may be added
Provides duration and frequency data
Data can be exported into excel for calculations, analysis, and/or graphing
Facilitates repeated observations and on-going monitoring
Developed February 2012

61. SCOA Data Collection Tool
Collects information at multiple levels
Whole school characteristics
Teacher characteristics
Individual student behaviors
Observation data can inform general school dynamics, teacher practices, change over time, and/or relationships among teacher and student behavior.

62. SCOA Data Collection Tool
Variables are programmed and ready for use.
Include 4 categories:
instructional variables,
teacher observation variables,
student observation variables, and
custom variables
Manual includes a definition of each variable
Overall timer that is set to desired length of observation

63. SCOA Data Collection Tool
Instructional Variables (duration)
Independent work
One on One
Small Group Peer
Small Group Teacher
Whole Group

64. SCOA Data Collection Tool
Teacher Variables
OTR-Group
Not Teaching
Teaching
OTR-Individual
Correct Negative then Positive
Acknowledge
Direction
Negative Feedback
Get Attention
Positive Feedback

65. SCOA Data Collection Tool
Student Variables
Student Off-Task
Down Time
Student Active Engagement
Student Passive Engagement
Disruptions (frequency)

66. SCOA Data Collection Tool
Information During Coding
For questions about codes during an observation press the italics “i” to the left of the code.
This will bring up a definition of the code.

67. SCOA Data Collection Tool
Choose the type of observation to collect:
OBSERVE WHOLE CLASS WITH TARGET STUDENT
OBSERVE WHOLE CLASS WITHOUT TARGET STUDENT

68. SCOA Data Collection Tool
OBSERVE WHOLE CLASS WITH TARGET STUDENT:
Still includes teacher and instructional variables, but also provides option to record student engagement variables for an individual (target) child during the observation.
off-task, down time, active engagement, passive engagement, disruptive,

69. SCOA Data Collection Tool
OBSERVE WHOLE CLASS WITHOUT TARGET STUDENT
Collects information on instructional variables
independent work, one on one, whole group etc.
Collects information on teacher variables
OTR, negative feedback, positive feedback etc.
Individual student variables not included

70. SCOA Data Collection Tool
Walkthrough Observations
Allows user to collect frequency of an observed topic throughout the building.
The options with this collection type include
YES- observed,
NO-not observed, or
NA-not applicable.

71. SCOA Data Collection Tool
At the end of the session, the device will prompt you to:
enter Quick Notes
Provide Level of Student Engagement (if there is no target student) using a sliding scale (0% -100%)
SAVE
If you choose to end a session before the timer, press SAVE

72. Discussion Discuss with your team the usability of SCOA
What is your current method for recording observational data
Is this an app your school might consider using?
How can you take the information presented and use it to improve your Tier 3 implementation?

73. Action Plan
Goal: Establish a System of Support for Individual Students: Functional Behavior Assessment (FBA)
Action Step:
System for assigning and completing Observations
Goal: Establish a System of Support for Individual Students: Behavior Intervention Plans (BIP)
Identifying monitoring strategies
Provide time for action planning.

74. References
Scott, T., Anderson, C., Alter, P., Managing Classroom Behavior Using Positive Behavior Supports

75. Next Session: T3 Session 3 Environmental Interventions Jan. 22, 2016
EdPlus Building Annex
Things to Bring:
Laptop, workbook, action plan
MO SW-PBS

76. Contact Information: Dr. Deb Childs 636/