Chapter 6

1. Chapter 6 Data Collection Techniques

2. Target Behaviors • Behavior to be observed, measured, assessed and/or modified. • Must be clearly defined • Should prioritize based on: • Safety concerns • Impact on learning • Impact on socialization & family relationships

3. “Observable” Behavior • You can see it • What does it look like? • What does it sound like?

4. “Measurable” behavior • You can quantify it • Event or frequency = Count it • Duration = how long it lasts • Other dimensions

5. Defining Target Behaviors • State in positive terms • Examples of observable behaviors • Chris will complete his assignments during math class. • Adam will use his fork to pick up food during mealtimes.

6. Defining Target Behaviors • Examples of non-observable behaviors • Chris will be a good boy during math class. • Adam will be polite during mealtime.

7. Establishing Behavioral Objectives • A behavioral objective describes an anticipated behavior, new or modified from current behavior, subsequent to the completed change program. • Before teachers can develop behavioral objectives, baseline observations and data collection must be completed.

8. Behavioral Objective requires • desired terminal behavior (in-seat behavior), • conditions under which the behavior is to occur (during each 45-minute math class), • level of performance or behavioral criteria (45 consecutive minutes), and specified number of consecutive observations (three math classes) during which the behavior will be exhibited

9. Naturalistic Observations • Purpose is • To observe and record behavioral patterns across natural settings and situations • To measure dimensions of specific target behaviors • To identify the variables associated with specific target behaviors

10. Anecdotal Observations: The ABC Analysis • A = Antecedent • B = Behavior • C = Consequence • During an anecdotal observation, the observer records everything noticed about an individual’s behavior

11. Assessment Interviews • The assessment interview is used to identify “the condition under which a target behavior is likely and unlikely to occur” from the perspective teachers, parents, or other significant others.

12. Dimensions of Behavior • Frequency • Duration • Rate • Latency • Intensity or magnitude

13. Measurement of Behavior • Frequency recording/event recording • How many times? • Duration recording • How long does it last? • Interval recording • Check over time periods (e.g. 10 min) • Time sampling • Check at end of time period

14. Accuracy of Behavioral Observation and Measures I • Reactivity • Observer drift • Appropriate recording procedure • Location of the observation • Observer expectancy • Characteristics of subjects, observers, and settings

15. Accuracy of Behavioral Observation and Measures II • Personal values and bias • Data collection aids • Pocket counting • The empty jar • Masking tape on the wrist • Reliability issues

16. Recording Methods • Permanent product recording • Data collection forms • Coding systems

17. Displaying Observational Data • Line graphs • Cumulative graphs • Bar graphs • Baseline and intervention measures

18. Summary • Target behaviors need to be clearly defined in observable, measurable terms • Variety of ways to do observational recordings that are used to establish baseline & monitor change • Care should be taken to ensure reliability and bias-free observational assessment