1. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 1 CHAPTER 6: DATA COLLECTION TECHNIQUES

2. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 2 CHAPTER OVERVIEW The purpose of this chapter is to provide teachers with an understanding of the importance of direct behavioral observation, the measurement of behavior, and the documentation of these observations and measurements. Caregivers are given several simple, but effective, methods of behavioral observation, measurement, documentation, and analysis.

3. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 3 CHAPTER OUTLINE I. Introduction II.Target Behaviors Defining target behaviors 1. Examples of observable behavior 2. Examples of non-observable behavior B.Establishing behavioral objectives C. Naturalistic behaviors D. Anecdotal observation: The ABC analysis E. Assessment interviews III.Dimensions of Behavior A. Frequency B. Duration C. Rate D. Latency E. Intensity or magnitude IV.Measurement of Behavior A. Frequency recording/event recording B. Duration recording C. Interval recording D. Time sampling

4. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 4 CHAPTER OUTLINE V.Accuracy of Behavioral Observation and Measures A. Reactivity B. Observer drift C. The recording procedure D. Location of the observation E. Observer expectancy F. Characteristics of subjects, observers, and settings G. Personal values and bias H. Data collection aids 1. Pocket counting 2. The empty jar 3. Masking tape on the wrist VI. Reliability of Observations A. Reliability of frequency counts B. Reliability of duration and latency measures C. Reliability for interval recording and time sampling VII. Recording observations A. Permanent product recording B. Data collection forms C. Coding systems VIII. Displaying Observational Data A. Line graphs B. Cumulative graphs D. Bar graphs E. Baseline and intervention measures

5. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 5 CHAPTER SUMMARY The purposes of direct observation are to record behavioral patterns across natural settings and situations, to measure the dimensions of specific target behaviors, and to identify the variables associated with these target behaviors. Data from direct observations allow teachers to monitor and evaluate the effectiveness of behavior change programs. Before a target behavior can be observed, however, it must be identified and defined in observable and measurable terms. After an initial baseline observation to determine current performance levels of the target behavior, teachers can establish behavioral objectives, which include the desired terminal behavior and performance criteria. Once these are established, teachers must identify the dimensions of the behavior to be measured and determine how the dimensions will be measured. The five primary dimensions of behavior are frequency, duration, rate, latency, and intensity. Frequency refers to a simple count of the number of times a behavior occurs. Duration describes the time period for which a behavior continues once started. Rate refers to the frequency of a target behavior divided by the amount of observation time. Latency refers to the amount of time it takes for a student to begin a behavior once directions are provided. Lastly, intensity describes the force or strength of a behavior. Measurement of behavior may include anecdotal observations, or an ABC analysis. Anecdotal observations provide teachers with a descriptive record of a behavior and related antecedents and consequences. Other measurement methods include event recording, interval recording, and time sampling. The accuracy of behavioral observations is influenced by reactivity; observer drift; the recording procedure; the location of the observation; observer expectancy; characteristics of subjects, observers, and settings; and personal values and biases. Recommendations to reduce error in direct observations include having precise definitions of target behaviors, training observers, using adaptation periods for both observer and children, conducting unobtrusive observations, using permanent product recording, and observing frequently and systematically. Interpreter reliability refers to the accuracy of data collected across observers. Teachers will obtain satisfactory reliability measures when target behaviors are clearly defined and when all observers are adequately trained. Reliability measures may be calculated for frequency, duration, and latency measures, as well as for event, interval, and time sampling recording. Teachers may record their observations using permanent product recording, a variety of data collection forms, and coding systems. Data collection aids include wrist counters, watches, and other homemade devices and techniques. These tools ease the task of data collection and facilitate accuracy and reliability. Teachers are encouraged to display collected data on graphs in order to summarize data in a convenient manner, communicate program effects, and provide feedback to teachers and the student. The line graph is the most common graph, but cumulative and bar graphs are also used to display data. Graphs are used to chart both baseline and intervention data. While baseline data refer to the data collected prior to the introduction of an intervention, intervention data refer to the measurement of a target behavior during the behavior change program. A visual analysis of differences between baseline and intervention data and of the trends of the data gives teachers information regarding the effect of the intervention.

6. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 6 DISCUSSION QUESTIONS FROM TEXT 1. Discuss the importance of stating target behaviors in observable and measurable terms. Give examples of behaviors stated in observable and non- observable ways. 2. Discuss the four elements of well-stated behavioral objectives, using examples from behaviors observed in both classroom and home settings. 3. What are the dimensions of behavior? Provide examples of each as used within a classroom situation. 4.Discuss the various methods of data collection and the types of behavior and situations in which each may be used. 5. What variables may influence the accuracy of behavioral observations? What may be done to control for these influences? 6.Discuss the advantages of graphing data for teachers, parents, and students. How may this information be used during teacher-parent conferences? 7.How may students be encouraged to participate in their own data collection?

7. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 7 ADDITIONAL DISCUSSION QUESTIONS 1. State four purposes of direct observation of behavior: Provide a rationale for the importance of each, including specific examples. 2. List and discuss four questions that may be asked to assist caregivers in prioritizing the target behaviors. 3. Discuss stability and trends in terms of baseline and intervention data. How long is long enough for baseline? How can you tell if an intervention is effective? How might different types of target behaviors affect these interpretations?

8. Behavior Management: Applications for Teachers (5 th Ed.) Thomas J. Zirpoli Copyright © 2008 by Pearson Education, Inc. All rights reserved. 8 TABLE 6.1. Definitions for Writing Behavioral Objectives and Examples Term Definition Example Target behavior The behavior you want to teach or modify. When teaching a new behavior, the target and terminal behavior may be the same. Temper tantrums at the grocery store or asking “please” when making a request. Terminal behavior The desired behavior.The absence of temper tantrums. Behavioral criteria A desired performance level of the terminal behavior. When the child reaches this performance level, the program is complete. Zero tantrums for five consecutive shopping trips to the grocery store. Behavioral objective A statement including the terminal behavior and the behavioral criteria. John will have zero tantrums for five consecutive shopping trips to the store.