Special Education 417/517

1. Special Education 417/517 Direct Behavioral Observation

2. Basic Principles and Concepts • A procedure in which observers develop operational definitions of the targeted behaviors of interest, observe the subjects and systematically record their behavior. • Easily linked to the development of interventions. • IDEA requires observation in the evaluation of EBD • Provides functional information regarding the behavior and its environmental relationships

3. Methods of Observation • Naturalistic Observation • Observe and record behaviors at time of occurrence in natural setting • Uses trained, objective observers • Behavioral description system requiring little inference • Minimally intrusive • School is highly conducive to this type of observation

4. Methods of Observation • Analogue Observation • Designed to simulate the conditions of the natural environment • Requires a highly structured and controlled setting in which behaviors of concern are likely observed. • Indirect measurement procedure • Examples – parent child role play interactions • Generalization issues - / high degree of inference • Allows for greater control of environment • Requires structure of observational setting to closely resemble natural environment

5. Methods of Observation • Self Monitoring • Target child is trained in observing and recording their own behavior • Advantages – low cost and efficiency, can tap into covert private thoughts and its lack of intrusiveness • Disadvantages – reliability / validity, difficult to train child • Need to provide sufficient training, use formal observation forms, require minimal energy for self monitoring procedures, conduct reliability checks and reinforce subject.

6. Observational Coding Procedures • How we record observational data. • Four types most commonly used • Event Recording (frequency recording) • Interval Recording • Time Sample Recording • Duration and Latency Recording

7. Event / Frequency Recording • A count of how many times target behavior(s) occur during the length of the observational period • Best suited for behaviors that: • Have clear beginning and end • Should take approximately the same amt of time to complete each response every time the behavior occurs • Behaviors should not occur so frequently that it is difficult to separate occurrences • Can be used sequentially for ABC

8. Interval Recording • Select a time period for the length of the observation • Divide the time period into equal intervals • Record whether the target behaviors occurred during each interval • Example: 30 min. obs divided into 90 equal intervals 20 second each • Usually less than 1 hr long, intervals no more than 30 sec long – Timing device needed • Two types – Whole and partial interval

9. Interval Recording • Whole interval: The behavior must be observed during the entire interval to be recorded • Good for behaviors that are continuous (on task behavior) and intervals that are short to medium in length • Partial interval: Observer codes behavior if it occurs at any time during the interval • Good for behaviors that are low frequency and observed over fairly long intervals of time

10. Time Sample Recording • Observation period is divided into intervals of time (like interval recording) • Behavior is observed only momentarily at the prespecified intervals (e.g., at the end of a 1 minute interval – on task, not on task) • Intervals can be divided randomly or in unequal units • Useful for behaviors that occur at a moderate but steady rate

11. Time Sample Recording • Advantages • Require only one observation per interval • Less subject to the problems of getting off track • Useful for teachers who need to do other things during observation • Disadvantages • Because you are only recording for a brief moment in each interval you can miss many important behaviors • Conclusions may be based on incomplete information

12. Duration / Latency Recording • Focus is on the temporal aspects of the targeted behavior • Duration Recording • Focused on how long the behavior lasts (e.g., out of seat behavior, temper tantrums) • Difference between a student who gets out of his seat three times during thirty minutes and student who gets out of his one time for thirty minutes • Latency Recording • Focused on how long it takes behavior to begin (e.g., time between directive and follow through)

13. Validity Issues in Observation • Defining a behavioral domain too broadly nor too narrowly • Scorer Generalization – Assessment data may vary because of differences between scorers • Observer Drift – Tendency to depart gradually from original def. of how to code behavior • Need for Social Comparison Data – helps to determine nature and severity of the problem

14. Validity Issues in Observation • Reactivity Problems – obtrusiveness • Observe on playground, enter at transition times, sit in back of room, adjustment periods • Situational specificity of behavior • Use multiple settings if this is a concern • Inappropriate recording techniques • The dimensions of the behavior and the recording system used must mesh to a reasonable degree • Biased expectations / outside influence • Be strong and objective

15. Functional Behavioral Assessment • IDEA requires an FBA for students engaging in behaviors that interfere with the educational process • Looking at the functional relationships between behavior and suspected causes of the behavior • Primary goal is to develop hypotheses about the probable functions that the behaviors serve and to test these Hx by implementing an intervention.

16. Functional Behavioral Assessment • Phase 1 – Description – Determine settings, frequency, intensity, duration, previous interventions, and educational impact. • Phase 2 – Function – Use information to form hypotheses regarding the function and use these to guide intervention • Phase 3 – Interventions – Start and monitor

17. Observational Coding Systems • School Based • Child Behavior Checklist – Direct Observation Form • 96 items rated on a four point scale following 10 min. observation • Event recording – written narrative during observation • Time sampling – Record whether child was on task at the end of each 1 minute interval • Internalizing and Externalizing scores • Behavior Coding System • Designed to measure patterns of coercive behavior and aggression on playground and in classroom • BASC Student Observation System (SOS)

18. BASC – Student Observation System • 15 minute observational system designed for use in classroom settings • Defines 65 specific target behaviors that are grouped into 13 categories • 4 categories – positive adaptive behaviors • 9 categories – problem behaviors • Uses momentary time sampling approach • 15 minutes – 30 intervals of 30 seconds each • At end of each interval child’s behavior is observed for three seconds

19. BASC – Student Observation System • At the end of the observation period, the observer provides narrative information • Drawbacks • No information on reliability • No norms • Limited information on the validity of the categories • Not useful for FBA – no antecedent information

20. Narrative Observation • Observation in any setting where descriptive narrative provides information on behaviors • Common in assessment where formal coding system is not necessary (overkill) or inappropriate • Flexible, provides ongoing analysis • Include date, running time tally, activity observed and play by play • Easy to incorporate into reports

21. Behavior Rating Scales BASC, CBCL, Conners, PIY

22. Characteristics of Behavior Rating Scales • Less direct than observations or interviews • They measure perceptions of specified behavior by someone who knows child • Parent, Teacher, Primary Caregiver, Self report • One of the most commonly used instruments in a socio-emotional / behavioral assessment

23. Ratings vs. Checklists • Checklists – A list of symptoms or behavioral descriptors that rater checks if present • Checks are summed – additive in nature • Rating Scales – Allow rater to indicate if whether symptom is absent/ present, also to what degree • 0=never 1=sometimes 2=frequent • Allows for more precise measurement of behavioral frequency or intensity

24. Advantages of Behavior Rating Scales • Less expensive in terms of professional time and training • Provide data on low frequency but important behaviors not always seen in observations • More objective and reliable than interviews or projectives • Can be used to assess children who cannot readily provide information about themselves • Capitalize on observations over a period of time • Capitalize on judgments and observations of persons who are highly familiar with subject

25. Problems with Behavior Rating Scales • Rating scales provide a portrait or general idea of behavior. They do not provide actual observational data • Response Bias • Halo effects – positive because of other positive characteristic • Leniency effects – overly generous or overly critical • Central tendency effects – proclivity to select midpoint ranges

26. Problems with Behavior Rating Scalescont. • Error Variance • Source variance – different raters have different ways of responding to the rating format • Setting variance – related to situational specificity of behavior • Temporal variance – behavior is likely to change over time as is informants approach to the rating • Instrument variance – different scales may be measuring different hypothetical constructs

27. Behavior Rating Scales • Behavior Assessment System for Children • BASC-PRS, BASC-TRS, BASC-SR • Child Behavior Checklist • CBCL-TR, CBCL-YSR • Conners’ Parent Rating Scales – Revised • TRS – long / short, PRS – long / short, Self report • Personality Inventory for Youth