DATA COLLECTION

1. DATA COLLECTION “BEING CLOSE IS ONLY GOOD IN HORSESHOES AND HAND GRENADES”

2. DATA COLLECTION Para Educators and the role you play in data collection. • Para Educators are the teacher’s eyes and ears in the classroom and in other educational settings. • The information you gather and record during your observations, provide a vital objective look at the child’s behavior.

3. Why do we collect data and why is it so important that the data be objective and accurate? • Data is collected for a variety of reasons. • To establish base-line data. • To identify behavioral patterns • Time • Frequency • Duration • Intensity • To measure student behavior in specific settings or contexts. • To provide objective and accurate data to evaluate student growth. • Data collected must be unbiased and purely objective. • Data must be accurate and free of speculation or personal opinion. • Data should never be influenced by other students or related consequences and should only reflect the behavior of the student being observed.

4. Where should we collect data? • Data should be collected in as many settings and contexts as possible. • Data collection is important in areas where behaviors are not observed to help substantiate a lack of stimuli.

5. When should we collect data? • Time of day or schedule is sometimes very important in determining student behavior patterns. • Fatigue or the end of a medication cycle might give way to a behavioral episode, so it is important to not leave out any period during the day.

6. How do we use the data collected? • Data collected will provide information about specific behavior patterns. • Data will help identify stimuli or triggers for student behavior. • Data will provide observed responses to specific stimuli. • Data collection is an important component of the Functional Behavior Assessment process. • Data will help provide a picture of the child and give the care-giver an objective base from which to develop a hypothesis about student’s behavior. • This hypothesis will serve as a platform on which to build a Behavior Intervention Plan.

7. Who should data be collected for? • Data collection is not limited to students with behavioral needs. • Any type of student need should be identified and based on objective observation or assessment. • IEPs are based on data collected from a variety of performance and functional levels. • Social/Emotional • Health/Physical • Intelligence • Academic Performance • Communication

8. What is the final use and purpose of the data collected? • The ultimate outcome we want from effective and accurate data is a complete understanding of the child and a road map to success in meeting the child’s needs and providing an educational environment in which the child can learn. • This is after all the goal of special education to provide a free and appropriate public education for all special needs children. • To level the playing field by providing modifications, accommodations and services to meet the specific needs of the children  

9. Data Collection sheet: • The data collection sheet is used to record data in a variety of settings, circumstances and activities.  • In order to understand student behavior we must observe responses in many different settings and we must be able to identify the behavioral patterns.  • The final component and perhaps the most important is identifying the antecedent. • If we can identify what triggers or causes the behavior, we can begin to understand the response.

11. Recording includes the following components: • Setting events • Contexts • Antecedents • Behavior patterns • Time • Frequency • Intensity • Duration

12. Setting Events • I - Instruction – This is instruction time where the teacher is providing direct instruction to the individual student. • G - Group – This is an event where there is a group of students or individuals involved in an activity or instruction. • T – Transition – This is a time where the student is moving from class to class or activity to activity. Usually when there is less supervision than in other settings. • S – Seat Work – This is the time allocated to the student to work on his/her own in the classroom.

13. Contexts • Environmental settings the child experiences during the day • Academic Classroom (math, science, social studies or English) • Gymnasium • Lunchroom • Hallway • Music room • The structure and presentation may vary and may provide for different behavioral opportunities • Different contexts may also offer different challenges to the student and may trigger different behavior responses. • Example might be: • Academic learning challenges. • Physical challenges in PE. • Social challenges in group activities like music

14. Antecedents • What events, persons or environmental factors are present when the behaviors occur? • Events examples • Doing math problems (not understanding) • Playing basketball and being dominated • Giving a speech in front of the class and struggling with words. • Asked to do school work • Persons in the setting • Class bully • X-girlfriend • Demanding teacher perceived as an enemy • Group of students ignoring the child • Environmental factors • Temperature in the room • Physical location of desk • Hunger, thirst of illness. • Social problems or problems at home.

15. Functional Behavioral Assessment • The Functional Behavioral Assessment (FBA), is a picture of the child based on data collected through observation, interviews, assessments and information provided from various agencies, including medical and mental health professionals.  • Much like the process we follow in developing an IEP, the FBA is based on objective data and is used as an identifier of student need and an important part of developing assistance and services for the child in need.  • When developing a set of services for a child with a behavior disorder, or any other need, it is important to recognize that the final design should be based on a team decision. • All participants of the behavior intervention team should have a voice in the development of the plan.

16. Behavior Intervention Plan • The Behavior Intervention Plan (BIP) is an individual intervention plan developed specifically for the child in question. • Strategies may be similar to other plans for other children but they must fit this child, if they are to be used.   • Perhaps the most important factor in a successful BIP is the establishment of communication and trust with the child. • This must happen before any influence or behavior management intervention can take place.  • The purpose of the plan is to assist the child in his/her attempt to control his/her behavior. • This is a formative approach to developing behavior control and is the most effective form of discipline.

17. Children need to have consequences for their behavior and it is important to emphasize that those consequences, both negative and positive are results of their behavior. In other words, they have earned the consequence through their actions. • Motivation is a very valuable tool for all of us and can be used effectively in molding or teaching positive student behavior. • Token economies and reward systems are strong motivators in some cases. • Material rewards are effective but not nearly as effective as recognition for accomplishments. • Material rewards are short term and somewhat superficial while recognition and praise are internal rewards and long lasting.

18. Post intervention evaluation plan and data collection. • As with any program, a behavior intervention program needs to be evaluated and updated on a regular basis. Data collection is essential to understanding the effectiveness of the plan and determining which components are necessary and which ones are not. • There is a point in time when the child is stable and able to control his/her own behavior and data collection will help us determine that time and make changes to the services. If kids don’t need it they don’t want it.