Data Collection

1. Data Collection City School District of Albany November 21, 2013 Presented by: Cathy Huttner & Brianna Olsen

3. When do we need to develop an FBA? • The student exhibits persistent behaviors that impede his or her learning or that of others, despite consistently implemented school-wide or classroom-wide interventions • The student’s IEP indicates behaviors that impede his or her learning or that of others • The student exhibits behavior that places the student or others at risk of harm or injury • The student is being referred to the CSE due to behaviors concerns • The student is classified by the CSE as a student with an Emotional Disturbance

4. When do we need to develop an FBA? • The CSE is considering more restrictive programs or placements as a result of the student’s behavior • The student has a high number of office referrals, in-school suspension, and/or out-of-school suspension • If the manifestation team determines that the conduct was a manifestation of the student’s disability, an FBA will be conducted When should FBA’s be completed? A new FBA and BIP should theoretically be completed by the first week in November for every student who meets one of the above requirements

5. What we will learn today: • Indirect Data Collection • Direct Data Collection

6. Where are we in the FBA Process when we start data collection? • We have obtained parental consent* • We have established a Target Behavior • The Target Behavior is stated in observable and measurable terms *Remember, you have 60 calendar days to complete the FBA Now we are ready to collect some data!

7. DATA

8. Indirect Data Collection What is required for an FBA Teacher Interview Student Interview Record Review Reinforcement Preference Survey Parent Interview

9. Direct Data Collection TWO types of Direct Data are required for an FBA • Antecedent Behavior Consequence (ABC) Data Allows us to determine the function of the behavior • Baseline Data Allows us to measure the behavior - how often (Frequency) or how long (Duration) or delay to start (Latency)

10. Direct Data Collection • This is a required component of the FBA process • Antecedent- What happens right before the behavior • Behavior- This is the Target Behavior • Consequence-What happens directly after the behavior (e.g., peers laugh, teacher verbal statement, continues not doing math test, sent to office, etc.. ) Antecedent Behavior Consequence Data

11. Direct Data Collection Antecedent Behavior Consequence Data • Behaviors serve one of two major functions • They help us get something we like. • Tangibles (food, toys, money, activity, etc..) • Attention (smiles, conversation, scolding, etc..) • Sensory • They help us escape(or avoid) something we do not like. • Tangibles (disliked food, non-preferred activity, etc..) • Attention (scolding, conversation, lectures, etc..) • Sensory

12. Direct Data Collection Antecedent Behavior Consequence Data Why might these children do the following behaviors?

13. Direct Data Collection Antecedent Behavior Consequence Data • Activity • Suppose you are asked to design and implement an intervention to change four behaviors… • Consider how much of a problem the behavior poses for the individual and those in his/her environment. • Rate each behavior • Mild=1 Moderate=2 Serious=3 • How important do you think it would be to target each of these behaviors for reduction or elimination? • How might we “label” these behaviors?

14. Direct Data Collection Antecedent Behavior Consequence Data Behavior functions to access a desirable outcome or avoid or escape an undesirable outcome. Let’s give it a try: When John’s mother calls him for dinner, he runs to the kitchen table and sits down. Once seated, his mother gives him dinner. What is the function of John’s running to the kitchen table? • A. Access a desirable condition • B. Escape an undesirable condition • C. John is a glutton Mr. South asked Matt to take out his math book. Matt responds, “Your mother is ugly.” Mr. South then sends Matt to the office instead of doing math. • A. Access to a desirable condition • B. Escape an undesirable condition • C. Matt is a student with Oppositional Defiant Disorder

16. Direct Data Collection Baseline Data This is a required component of the FBA process Baseline data allows us to determine the quantitative measure of a behavior Without baseline data, we will not know if the behavior is changing Measurement helps the team determine if an intervention has been successful, if we should continue the intervention, fade the intervention, or discontinue the intervention and try something else Four types of baseline measures: • Rate/Frequency • Duration • Latency • Time Sampling

17. Direct Data Collection Frequency(AKA: Rate of Responding or Event Recording) When you combine an observation time with a count, you get a frequency (or rate of responding) • Defined as the number of responses per unit of time • Example: • Count- Charlie bit his teacher 2 times. • Frequency- Charlie bit his teacher 2 times in 1 minute. • Frequency- Charlie bit his teacher 2 times in 5 days. • Percentage of Response Opportunities • When a student has an opportunity to emit a target behavior, a percentage of response opportunities can be measured • Example: • Johnny followed staff directives 2 times • Johnny followed staff directives 2 times when given 10 directives (20%) • Johnny followed staff directives 2 times when given 2 directives (100%)

18. Direct Data Collection Duration • Duration- The amount of time in which a behavior occurs • Two types of Duration: Total Duration and Duration per Occurrence • When to use duration: • To measure a behavior a student engages in for too long or too short of a time period • To measure a behavior that occurs at very high rates (ex, Rocking) or task-oriented behaviors that occur for an extended time (ex, cooperative play, off-task behavior)

19. Direct Data Collection Duration Total Duration is a measure of the cumulative amount of time a person engages in the target behavior • Total duration per session- Total amount of time a child is engaged in a behavior during specified time frame. • Example: Sarah engaged in solitary play for 10 minutes during a 30 minute free play session • Amount of time a person needs to complete a task without specifying a minimum or maximum observation period. • Example: How long does it take a child to complete her morning routine? Total Duration

20. Direct Data Collection Duration Duration per Occurrenceis a measure of the duration time that each instance of the target behavior occurs • Example: Out of seat- Assume that a student leaves his seat frequently for varying amounts of time. Each time the student leaves his seat, the duration of his out-of-seat behavior could be measured with a stopwatch. Record the duration of each instance. • You can take the average from each observation and graph this information. Duration per Occurrence

21. Direct Data Collection Latency Latency is a measure of the elapsed time between the onset of a stimulus and the initiation of a subsequent response. • How much time occurs between an opportunity to emit a behavior and when the behavior is actually initiated? • Example: How long does it take a student to begin a task after a teacher directive? • Example: How long does it take Billy to sit at his desk after the bell rings?

22. Direct Data Collection Time Sampling Three types of Time Sampling: Whole-Interval Recording Partial-Interval Recording Momentary Time Sampling

23. Direct Data Collection Time Sampling Whole-Interval Recordingis used to measure continuous behaviors (ex. Cooperative play) or behaviors that occur at such high rates that observers have difficulty distinguishing one response from another (ex. Humming), but can detect whether the behavior is occurring at any time. • Divide the observation period into small intervals. At the end of each interval, record whether the target behavior occurred throughout the entire interval. • This measure is usually an underestimate of the overall percentage of the observation period in which the behavior actually occurred. • Longer intervals leads to more underestimation • Best to use whole-interval recording when measuring a desired behavior • Report as a percentage Whole Interval Recording

24. Direct Data Collection Time Sampling Partial-Interval Recording - Observer records whether the behavior occurred at any time during the interval • Not concerned with how many times the behavior occurred during the interval or how long the behavior was present, just that it occurred at some point during the interval • Sometimes overestimates when behavior occurs • Use when measuring an undesired behavior • Report as a percentage Partial Interval Recording

25. Direct Data Collection Time Sampling Momentary Time Sampling- record whether the target behavior is occurring at the moment that each time interval ends • Example: If conducting momentary time sampling with 1 minute intervals, an observer would look at the student at the 1 minute mark of the observation period, determine if the target behavior was occurring, and indicate that decision on the recording form. One minute later, the observer would repeat this process and continue until the observation period was over • Report as a percentage • This measurement does not require constant observation • Use this measurement only with continuous behaviors such as engagement in a task • Do not use momentary time sampling to measure low frequency, short duration behaviors • Why? Momentary Time Sampling

26. Time Sampling

27. Direct Data Collection How to Choose a Measure • Review your target behavior • Is target behavior a concern because of it’s frequency, duration, latency? • Would time sampling give you accurate information? • Utilize the flow chart for guidance

28. Let’s Practice

29. Questions