1. Data Collection for Problem Behaviors
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Data Collection and Intervention for Problem Behavior
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Data Collection for Problem Behaviors
Edward Clouser
Graph paper
Rework the case studies
Region 4 ESC
Developed & Provided by Region 4 ESC - Houston, TX

2. Using Data to Design Interventions for Problem Behavior
I Have to Do WHAT??
Accountability:
Behavior is improving (want to know that intervention is working)
Behavior is not improving: 1)Intervention change 2)Implementation problem
If not improving, modify or discontinue intervention
Functions: discussed at the end of presentation
Interventions: Driven by functions
Tracking Progress:
IEP Progress?
Extend either school day (i.e., PPCD) or year (ESY)
Developed & Provided by Region 4 ESC Houston, TX

3. Data Collection and Intervention for Problem Behavior
When to Collect Data
Beginning/Baseline
Examine student performance prior to intervention
May include interventions currently in place
During Interventions
Current performance with intervention(s) in place
Results can be compared to baseline data
Post-Intervention
Evaluate maintenance & generalization of skills
If new problem behavior(s) occur
Maintenance: accuracy over time (days / weeks / years)
Generalization: Other People, Places, Behaviors
Developed & Provided by Region 4 ESC - Houston, TX

4. Define Target Behavior(s)
Data Collection and Intervention for Problem Behavior
Define Target Behavior(s)
Operational Definition:
An operational definition is an accurate and clearly stated description of behavior. It should be observable and measureable, and should be agreed upon by those involved in changing the behavior.
Other features:
Has a clear beginning & ending
Is repeatable
Operational define behavior(s)
Observable & Measurable:
Easily Observed (Objective): observable characteristics only, no translation or interpretation of thoughts or feelings (expressed hostile feelings, intended to help, shows interest).
Countable & Beginning/End (Occurrence/Nonoccurrence): must be able to tell when it’s happening & when it’s not.
Repeatable: can the behavior as defined be replicated by someone else based on the definition.
Group Activity: Group draws a behavior from bag. Directions: Define given behavior in observable & measurable terms
Developed & Provided by Region 4 ESC - Houston, TX

5. Operational Definition Examples
Behavior
Operationally Defined
Talking Out
Student speaks without raising hand or waiting to be called on when teacher asks a question.
Lazy
Student lays head down during class on desk when worksheets are given.
Aggressive
Student kicks staff & peers during recess when he is approached
Social Skills
Initiates and maintains conversations for at least 1 minute
Self-esteem
Positive self-statements made to others
Property destruction
Throws, knocks over, or breaks property

6. Data Collection Methods
Using Data to Design Interventions for Problem Behavior
Data Collection Methods
Who will be collecting it?
Where will it be collected? How often?
Permanent products
Data Sheets
Data notebook
Clipboard
Video
Developed & Provided by Region 4 ESC Houston, TX

7. Using Data to Design Interventions for Problem Behavior
Indirect Assessment
Uses interviews, checklists, or rating scales from people familiar with the student. Student is not observed.
Functional Analysis Screening Tool (FAST)
Iwata & DeLeon (1996)
Motivation Assessment Scale (MAS)
Durand & Crimmins (1992)
Functional Assessment Checklist for Teachers and Staff (FACTS)
March, Horner, Lewis-Palmer, Brown , Crone, Todd & Carr (2000)
Functional Assessment Interview (FAI)
O’Neill et al., (1997)
Developed & Provided by Region 4 ESC Houston, TX

8. Using Data to Design Interventions for Problem Behavior
Direct Assessment
Involves direct observation of behavior, made under naturally occurring conditions.
A-B-C
Frequency
Duration
Interval
Latency
Developed & Provided by Region 4 ESC Houston, TX

9. Data Collection and Intervention for Problem Behavior
Frequency & Rate
Frequency: Tally of number of occurrences
Rate: Number of occurrences per unit of time
When to Use:
Evaluating changes in responding
Clear beginning & end to behavior
Short duration
Considering increasing or decreasing occurrences
When Not to Use:
Behavior occurs at very high rate (i.e., pencil taps)
Occurs for extended periods of time (i.e., out of seat)
Also referred to as Event Recording
When to Use:
Clear beginning & end: Behaviors where a clear ending & beginning is observable lend themselves well for noting frequency/rate
Short duration: frequency/rate isn’t a good measure for behaviors which have long durations b/c it doesn’t give an accurate picture (screaming/crying twice for 20 min each time)
Accurate data: Frequency/Rate data accurately represents the # of occurrences in time rather than estimating
Changes in responding: When trying to evaluate if a behavior occurs more or less at certain times (class, time, day, season)
Examples: Accuracy & fluency calculations-Academic skills such a fluency in reading or memorized math
Developed & Provided by Region 4 ESC - Houston, TX

10. Collecting Frequency Data
Data Sheet:
Hand clicker/counter
Masking tape
Paperclip pocket switch
Rubberband
Index card

11. Data Collection and Intervention for Problem Behavior
Duration
Definition: Amount of time the the behavior occurs.
When to Use:
Primary concern is length of time
Total time or time per occurrence
↑ ↓ time behavior occurs
Clear beginning & end
Good when you want to know Duration of each occurrence (i.e., will measure increases or decreases in duration to show whether an intervention is working)
Good when you want to know the total duration of the behavior (daily, hourly)
Developed & Provided by Region 4 ESC - Houston, TX

12. Collecting Duration Data
Data Sheet:
Duration per occurrence / Total Duration ?
Timer / Stopwatch
Personal watch
Classroom clock
Smartphone

13. Duration Strengths Easy to collect More accurate
Gives better global picture:
# of occurrences & time
Weaknesses
Behavior has to have clear beginning & end
Difficult for high rate behaviors

14. Using Data to Design Interventions for Problem Behavior
Interval Data
Documents whether a behavior occurred during a particular time period (a.k.a. “interval”)
Recommended length of intervals:
30 seconds
1-minute maximum
Data leads to a %
Example: % of time on-task
Developed & Provided by Region 4 ESC Houston, TX

15. Collecting Interval Data
Data Sheet (3 options):
Whole Interval
Partial Interval
Momentary Time Sampling
Timer / Stopwatch
Personal watch
Classroom clock
Smartphone
MotivAider
Gym Boss
Wobl Watch

16. Data Collection and Intervention for Problem Behavior
Whole Interval
An observation period is divided into equal time intervals
Record behavior if present the entire interval:
Is occurring at the beginning of the interval
Continues throughout the interval
Is occurring at the end of the interval
Option A
Option B
Interval Data:
Good for high rate behaviors
Good when you want to know % of time the behavior occurred
Don’t need a specific “number”
Provides only an estimate of the behavior’s frequency + - Y N
Developed & Provided by Region 4 ESC - Houston, TX

17. Data Collection and Intervention for Problem Behavior
Whole Interval
Calculate % of intervals behavior occurred in
Weaknesses
Underestimates
Total # √ ‘s
÷ total # intervals
X 100
= ____%
Whole Interval: Slight underestimation of occurrences
Whole Interval: More accurate measure of duration of behavior
Underestimates frequency: Behavior occurs 3 times with pauses in-between, will not count
Be cautious with longer intervals here..(30 sec, 1-min)
Developed & Provided by Region 4 ESC - Houston, TX

18. Data Collection and Intervention for Problem Behavior
Partial Interval
Observation period divided into equal time intervals
Record behavior if occurring any time during the interval
Option A
Option B + -
Overestimates: only needs to occur once & counts as if occurred the whole interval (as far as the % goes)
Be cautious with longer intervals here..(30sec, 1-min) Y N
Developed & Provided by Region 4 ESC - Houston, TX

19. Data Collection and Intervention for Problem Behavior
Partial Interval
Calculate % of intervals the behavior occurred in
Weaknesses
Only estimates behavior’s frequency
Overestimates
Total # √ ‘s ÷ total # intervals X 100 = __%
Overestimates: only needs to occur once & counts as if occurred the whole interval (as far as the % goes)
Be cautious with longer intervals here..(30sec, 1-min)
Developed & Provided by Region 4 ESC - Houston, TX

20. Momentary Time Sampling
Data Sheet
Observation period divided into equal time intervals
Observer records behavior if occurring at end of interval
Option A
Option B √ X Y N

21. Momentary Time Sampling
Data Collection and Intervention for Problem Behavior
Momentary Time Sampling
Strengths
Collect data on multiple students at once
No continuous observation
Best for continuous or long duration behaviors
Weaknesses
Misses behavior instances
Not recommended for low frequency, short duration behaviors
Underestimates
Calculate the percentage of intervals the behavior occurred in
Total # √ ‘s
÷ total # intervals
X 100
= ____%
Multiple students in classroom: inclusion (compare disabled student to non-disabled student)
Longer duration behaviors: why? Better change the behavior will be occurring at the end of an interval
Can happen for 9 of 10 seconds = doesn’t count..
Developed & Provided by Region 4 ESC - Houston, TX

22. Data Collection and Intervention for Problem Behavior
Latency
Measure of elapsed time from when an instruction is given & when the student responds/complies.
“Please sit down” Student sits
Other examples:
Time between a question & the student’s response
Time between being shown a word and pronouncing it
To decrease:
Delay in following directions, delay in responding to others
To increase:
Incorrect answers (not waiting for question/direction to be finished), retaliation without think time
42 seconds
Stimulus is anything which signals something should happen (direction, question, object)
Developed & Provided by Region 4 ESC - Houston, TX

23. Latency

24. Antecedent-Behavior–Consequence (A-B-C)
Using Data to Design Interventions for Problem Behavior
Antecedent-Behavior–Consequence (A-B-C)
Direct observation to describe relationship between behavior (B) & events occurring before & after
A = Antecedent
B = Behavior
C = Consequence
Recorded only when a behavior of interest occurs, such as non-compliance
Be specific & objective, avoiding emotional terms, such as “upset.”
Developed & Provided by Region 4 ESC Houston, TX

25. Data Collection and Intervention for Problem Behavior
Setting Events
Immediate circumstances that influence whether or not an antecedent (A) will result in the target behavior (B)
Includes: temperature, health-related, location, person involved
Setting Event
Antecedent (A)
Behavior (B)
Consequence (C)
Chris doesn’t eat breakfast at home
Peer puts toast on table
Student takes and eats toast
Finishes toast
Toast removed
Student had breakfast at home today
Student does not grab for food
Given book to read while peers eat
Setting Event
Antecedent (A)
Behavior (B)
Consequence (C)
Campus assembly in cafeteria
Teacher asks Chris to sit down
Refusal; attempts to leave cafeteria
Redirection (chair)
Removal from C.
In life skills classroom
Sits
Verbal praise; Teacher gives sensory toy
Developed & Provided by Region 4 ESC - Houston, TX

26. Using Data to Design Interventions for Problem Behavior
ABC Examples
Setting Event
Antecedent (A)
Behavior (B)
Consequence (C)
In Math class
Teacher asks student to begin quiz
“I hate you,” crawls under desk
Assignment given for homework
Recess on playground
Peer takes frisbee from activity bin
Grabs frisbee from peer, pushes student to ground
Sit out remainder of recess
Setting Event
Antecedent (A)
Behavior (B)
Consequence (C)
Life Skills Class
“Put the ball away please”
Screamed (15s); Threw ball at teacher
No comment; put ball in desk drawer
T. puts ball in desk drawer
Student opens drawer, grabs for ball
T. blocks desk drawer; redirect to sit
Consequences can become antecedents that trigger additional behaviors
Developed & Provided by Region 4 ESC Houston, TX

27. Data Collection: How Long?
It depends…
Typically collect until data are stable
Three or more data points generally needed
Variability?
Unsafe or extreme behaviors, waiting for data to stabilize may not be possible

28. Why Graph Behavior Data?
Summarizes information over days/weeks, versus looking through stacks of data sheets
Displays the effectiveness of an intervention
Encourages independent judgment & interpretation

29. Apps R+ Reminder ($1.99): Similar to MotivAider
Elapsed (free): Set multiple timers at once
Time Timer ($2.99): Like the device, gives visual display of time passing
Repeat Timer ($1.99): Set up to 3 separate repeating timers

30. Online Resources The Iris Center T.A.R.G.E.T.
T.A.R.G.E.T.
for-effective-teaching
Evidence-Based Practices Briefs

31. Questions?