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This slide show is part of a workshop given by Tom McIntyre (Dr. Mac)
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SPED 702
Our class covered the 6 dimensions of behavior before moving to the following slides. You can find this dimensions handout on this blackboard site list. Look for BehRecord&DimensionHandout.ppt below.
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The Dimensions
There are 6 aspects or characteristics of behavior that can be changed (increased or decreased).
Which Dimension?
The traffic light in the cafeteria changes color as the noise level in the cafeteria rises & falls.
1. 2. 3. 4.
5.
6.
3.
4. 5.
6.
7.
Freakwencee Der8shun Magnitood Latensee Topahgrafee Lowcuss Multiple dimensions (but which ones?)
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Which Dimension?
The track teams sprinters are trying to reduce the time between the starting tone and exit from the starting blocks. 1. Frequency 2. Duration 3. Magnitude 4. Latency 5. Topography 6. Locus
Which Dimensions?
For your fieldwork paper, you must record the style of praise used by your supervising teacher and how often each type is used.
1. 2.
3.
4. 5.
Frequency & Locus Frequency & Magnitude Frequency & Topography Locus & Magnitude Locus & Duration
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Step by step
1. Define the behavior that you wish to observe. 2. Decide which type of recording is best suited to monitor the behavior. 3. Decide when & where to observe the behavior. 4. Decide how long each observation will last (and how
long the intervals will last if using interval recording). 10 to 20 minutes is often adequate, but More time spend observing =more accurate results.
Standing
One is standing when 1. 2. 3. Flamingo standing? Touching wall or table Hands on knees?
(or umbrella)
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Teams: Describe how one particular student shows the following behaviors in his/her idiosyncratic manner: (Select two) Then determine dimension to change. Pinching Cursing Tattling In seat (What is minimum acceptable criteria?) Echolalia Gnawing on pencil Spitting (versus drooling) On task (versus off task) Non-compliant.
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Frequency
Used for short-lived behaviors (Less than 10 seconds?) Make a tally mark when the behavior is witnessed during the observation period. Compute average # of times the behavior occurs per some human designated time period. Huh? Minute Hour Class period Day Week Month.
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Situation Joe, known for his passive aggressive behavior, once again befuddles & angers a teacher. This vignette can be used for many other purposes, but it does give us the opportunity to conduct a Frequency count.
Clicker:
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Duration
Start the watch when the behavior occurs. Stop the watch when it ceases.
Compute
average length of occurrence
OR
% of observation time that behavior was displayed.
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%.
During a 20 minute session, you observed the behavior emerge 5 times for a total of 15 minutes. Calculate the:
% of the block of time that it occurred (use formula) Average length of episode (use basic math) .
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Clickers:
3 20 = 4
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Clickers:
1. 5 minutes 2. 3 minutes 3. 3/5ths of a minute 4. Ive run out of fingers & toes while counting.
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Periodically (determined ahead of time, e.g. every 20 minutes) watch a student for a period of time (preFor each interval, make a yes or no mark depending on whether the behavior was displayed at ANY POINT during the observation period. Compute the % of intervals that the behavior was displayed.
At any point since the block of time slide, did anyone in our class ask a question?
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Periodically (determined ahead of time) watch a student for a period of time (pre-determined). For each interval, make a yes or no mark depending on whether the behavior was displayed for the ENTIRE length of the observation period. Compute the % of intervals that the behavior was displayed. During the last 10 minutes (or since the block of time slide) (the interval), was the person next to you seated for the entire time (posterior in contact with a horizontal surface)? Yes or No?
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Clickers
# of times behavior was witnessed = # of times you watched for it. Once per minute for a hour observation session, you made a mark to indicate whether the behavior was observed. You made a yes sign for the following intervals: 3rd 7th 8th 14th 24th 28th
During what percent of the intervals was the behavior displayed?
1. 2. 3. 4. 15% 20% 33% 500%
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Session leader: Go over directions for activity (below). Then play video & call out Now every 10 seconds. Participants should have a pencil & paper, and have decided on two marks; one for yes, the behavior is occurring (e.g., check mark, Y, plus sign) and one for no,
Josh is NOT engaged in the designated behavior (minus sign, check mark with horizontal slash, N). OR Make yes & no columns in which to place tally marks.
Behavior to be observed: Palming, defined as when an object unrelated to the lesson is touching the inside surface of the hand (show palm of hand) from the end of the fingernails to the 1st crease under the palm of the hand. If Now is called when the camera is not showing Josh, do not make a mark.
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Clickers:
was
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Spitting (versus drooling) In seat Tattling Echolalia Gnawing on pencil Cursing Pinching.
In seat?
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Clickers:
Which type of recording would you use for On task? (versus off task)
1. Frequency 2. Duration 3. Momentary Time Sampling 4. Whole interval 5. More than one of the above (but which ones?)
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Clickers:
1. Frequency 2. Duration 3. Momentary Time Sampling 4. Whole interval 5. Partial interval 6. More than one of the above (but which ones?) 7. I refuse to answer. Dr. Mac can figure out what to do with my non-compliance.
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Determine:
Do I want to observe the behavior in a number of situations or just one (e.g., math class, story time)? If multiple settings or situations/circumstances, (Time of day, subject, teacher, peers present), why?
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