www.BehaviorAdvisor.

com
This slide show is part of a workshop given by Tom McIntyre (Dr. Mac)
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Your Do Now Assignment

Visualize a behavior that is you would like to see change for the better. What exactly do you wish to see change? How would the behavior morph ? What aspect or characteristic of the action should change?

Behavioral Recording: The collection of quantitative data regarding an identified behavior

Tom McIntyre, Ph.D. www.BehaviorAdvisor.com

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). Behavior management interventions attempt to modify a dimension for the better. Procedures have been developed to assess (measure) each of those dimensions. In order to determine the degree to which our interventions have been successful, we continue to measure the dimension(s) of concern during and after those experimental periods.
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Please turn to the page in your packet titled Dimensions of Behavior Dimensions Behavior

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.

Frequency Duration Magnitude Latency Topography Locus

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Which Dimension must change?

Reducing the average number of misspellings (or increasing accurate spellings) on the weekly spelling test.
1. 2. 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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Collecting Data on the Dimensions: Behavioral Recording

Various measurement procedures have been developed to gather quantitative (numerical) information regarding a target behavior & the dimension that we wish to change. This data provides us with valid & highly useful data information for determining the: severity or inadequacy of a behaviors dimension effectiveness of our interventions

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3 Basic Types (The ones used most often in schools) ^

Frequency (short-lived behaviors): Tally marks made when (shortbehaviors):
- action is witnessed OR - permanent product is produced. produced.

Duration (long-lived or variable-length behaviors): (longvariablebehaviors):

Use stop watch to help determine -average length of display of behavior OR -% of time consumed by the behavior. behavior.

Interval: Yes or No mark depending on whether action: action:

Occurred during any part of the observation period (Partial) Exhibited for the entire observation period (Whole) (Whole) Happened at the exact instant that you glanced over to look for it (Momentary Time Sampling MTS, a short cut procedure for duration recordinglater) .
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Show visual depictions of the different interval recording procedures.

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Now that were familiar with dimensions

We can select which:
Dimension needs to change Measurement procedure to use to determine:
Starting point or Severity/Inadequacy of the behavior Degree of change in the dimension

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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.

5. Observe and collect data on the student's behavior.

Conduct multiple observation sessions in order to create a more representative profile.

6. Compute rate/ratio of occurrence, & plot on graph. 7. Repeat steps 5 & 6. 6. 15

Defining the behavior

Be very specific. Be certain that your definition specific. is so precise that others would observe only what you had in mind. Avoid mind-reading (whether there is intent mindintent behind the behavior). Identify observable & measurable actions. measurable actions. Word the definition so that it tells the reader which actions comprise the behavior (versus what it isnt).
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Standing
One is standing when 1. 2. 3. Flamingo standing? Touching wall or table Hands on knees?
(or umbrella)

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Dictionary & Thesaurus

(My favorite dinosaur) dinosaur)

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. Non-compliant.
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Frequency

Used for short-lived behaviors (Less than 10 seconds?) short-lived 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? Huh? Minute Hour Class period Day Week Month. Month.
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*ACTIVITY (Figure Frequency)

Times witnessed = # of time periods. periods.
During the school week, Jane was sent to the office five times. times. 1. Once every five minutes 2. Once every five periods 3. Once per day 4. Like it says; 5 times per week.

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Compute the Frequency

You witness the demonstration of the target behavior 12 times during a 48 minute class period. How often does the behavior erupt? (use basic division, not formula) erupt?

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Frequency Recording (Use the Joe video clip found Joe

on BehaviorAdvisor.com inside the button titled Free Podcasts & Videos) Videos)

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 count. Frequency count. How many times does the teacher engage in hesitation behavior? behavior? Hesitation is any time the teacher says Uh or Um. Uh Um. (Cant use clip in Canada)
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Clicker:

Joe: How many hesitation

incidents were observed?

A. 6 B. 7 C. 8 D. 9 E. 10 F. 11 or more

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Duration
Start the watch when the behavior occurs. Stop the watch when it ceases.

Using a stop watch, for each behavior display:

Compute
average length of occurrence

OR
% of observation time that behavior was displayed. displayed.

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Calculate the duration for the upcoming clicker slides

Total time witnessed Total time of observation =

%.

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:

During a 20 minute session, the behavior

emerges 5 times for total of 15 minutes. %?

1. 2. 3. 4. 15 (75% of the time) 1/3 (33% of the time) 1 (125% of the time) (25% of the time). time).

3 20 = 4 Fact: 5 out of 4 people have problems with fractions

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Clickers:

Average length of display?

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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(Partial) Interval Recording

determined, determined, e.g., one minute). minute).

Periodically (determined ahead of time, e.g. every 20 time, preminutes minutes) watch a student for a period of time (preFor each interval, make a yes or no mark yes no depending on whether the behavior was displayed at ANY POINT during the observation period. Compute the % of intervals that the behavior was displayed. displayed. At any point since the block of time slide, did anyone in our class ask a question?
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(Whole) Interval Recording

Periodically (determined ahead of time) watch a student for a period of time (pre-determined). (preFor each interval, make a yes or no mark yes no depending on whether the behavior was displayed for the ENTIRE length of the observation period. Compute the % of intervals that the behavior was displayed. displayed. During the last 10 minutes (or since the block of time block time slide) (the interval), was the person next to you seated for the entire time (posterior in contact with a seated No? horizontal surface)? Yes or No?
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Momentary Time Sampling

Periodically (predetermined times) look at the student to determine if s/he is displaying the identified that very moment. moment. behavior at Make a yes or no mark yes no depending on whether or not the behavior was displayed at that instant in time. Compute the % of intervals that the behavior was displayed. displayed.

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Clickers

(Figure Interval Recording)

# of times behavior was witnessed = # of times you watched for it. 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 yes 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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Show the Josh video clip Josh

( www.BehaviorAdvisor.com inside button labeled Free Podcasts & Videos)

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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Discussion: What things interfered with accurate accounting of the behavior? behavior?
Clickers:

What percentage of moments (in time) was Josh Palming? Palming?

A. 75-80% 75B. 81-90% 81C. 91-100% 91D. More than 100%

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Which Type of Recording Procedure?

(In groups)

Which type of recording would you use for each action?

Spitting (versus drooling) In seat Tattling Echolalia Gnawing on pencil Cursing Pinching. 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:

Which type of recording would you use for non-compliant behavior? non-compliant

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. non-

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Decide Where & When to Observe

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? why?
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