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Data Collection Redesign training. Krystal Colhoff. Why Gather Data?. Behavior that really bothers us often appears to be happening more often than it actually is Objective data allows us to make informed decisions and to track progress Data is in, HUNCHES are out.

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why gather data
Why Gather Data?
  • Behavior that really bothers us often appears to be happening more often than it actually is
  • Objective data allows us to make informed decisions and to track progress
  • Data is in, HUNCHES are out
purposes for data collection
PURPOSES FOR DATA COLLECTION:

to determine current level of learning/behavior (baseline)

to investigate learning/behavioral event (A-B-C)

to measure progress toward learning/behavioral goals

to guide “next steps” in programming

(adjustments)

documenting student progress
Documenting Student Progress

Documentation

Data

Can be analyzed for patterns and progress

Examples:

DBRC graph

ABC data

Frequency Tallies

Cannot be reliably

analyzed or calculated

Examples:

Anecdotal Records

Office referrals (ODRs)

indirect data collection
Indirect Data collection
  • Surveys
  • Discussions
  • Interviews

* No direct observation of student

direct data
Direct Data

Eyes on Behavior

Antecedent/Behavior/Consequence data (ABC)

Frequency, Latency, Duration, Severity, etc.

frequency of event
Frequency of Event
  • Refers to the frequency of a behavior occurring and data is collected at regular intervals.
  • This method works best with behaviors that have a clear start and stop, and that take the same amount of time each time.
duration
Duration
  • This method examines the duration or length of time a specific behavior lasts.
interval
Interval
  • represents the number of times a specific behavior occurs during a set period (interval) of time.
  • Divide the observation time into segments (generally no more than 30 seconds each).
  • Record whether or not the behavior occurs. This is done by marking a

“+” or “-“.

latency recording
Latency recording
  • Records the amount of time between behaviors.
  • For example, an observer might record the length of time between a teacher giving a direction and the student complying.
abc data collection
ABC Data Collection
  • Antecedents that trigger the behavior
  • Consequences that are maintaining the behavior
  • Assign the function you think (hypothesize) the behavior to be.
  • When behavior is maintained or increases (appropriate or inappropriate), it is being reinforced.
how do we talk about behavior
How do we talk about behavior?

Observable & Measurable

re frame behavior discussions
Re-frame Behavior discussions

John completes 1 out of every 5 assignments

John is lazy

reframe behavior discussons
Reframe behavior discussons

Kelly makes comments to peers, such as “you’re stupid”

Kelly is rude

abc data
ABC data
  • Great ABC data is critical for writing effective Behavior Intervention Plans
  • Goal is to not “manage” behavior for Tier II or III students, but rather understand behavior
  • Developing a behavior plan is dynamic process that requires change/update over time
analyzing data
Analyzing Data
  • A large number of data points are needed
  • Looking for patterns to identify function
    • Reinforce…should see behavior occur another day
    • Behavior pathway will usually stop once function is met
slide21

Competing Behavior Pathway

Challenging Behavior

Function/Outcome

Replacement Behavior

Setting Event/s

Antecedent

Function/Outcome

Desired

slide24

Competing Behavior Pathway

Challenging Behavior

Function/Outcome

Replacement Behavior

Setting Event/s

Antecedent

Function/Outcome

Desired

things to consider
Things to Consider
  • Teacher unable to collect their own ABC data
  • Determine a campus team that could take observation data
  • Junk data
works cited
Works Cited
  • Billy Madison. Dir. Tamra Davis. By Adam Sandler and Tim Herlihy. Perf. Adam Sandler, Darren McGavin and Bridgette Wilson-Sampras. Universal Pictures, 1995. Film.
  • Sugai, George, Teri Lewis-Palmer, and Shanna Hagan-Burke. "Overview of the Functional Behavioral Assessment Process." Exceptionality 8.3 (2000): 149-60. Print.
  • Wieseler, N. "R.E. O'Neill, R.H. Horner, R.W. Albin, J.R. Sprague, K. Storey and J.S. Newton, Functional Assessment and Program Development for Problem Behavior: A Practical Handbook, Brooks/Cole, New York (1997)." Research in Developmental Disabilities 18.6 (1997): 477-78. Print.
abraham maslow
Abraham Maslow:

If the only tool you have is a hammer, you tend to see every problem as a nail.