please check, just in case…. announcements 1.second classroom-based assessment tool due next week....

Please check, just in case…

Announcements1. Second classroom-based assessment

tool due next week.2. Please look at the feedback I provided

on last week’s assignment to make changes for next time.

3. Bring last week’s draft to class next week.

4. I am pushing back the terminology treasure hunt by one week – now due October 29.

Quick questions,

quandaries, comments or

concerns?

APA Tip of the Day: Page numbers

• Page numbers should start on the title page, starting with #1.

• The page number should be at the top of the page, in the page header (don’t enter it manually).

• The page number should be flush right, with the running head on the same line, flush left.

• Do not write “page” or “#”, just include the roman numeral.

APA exampleRunning head: BILINGUAL SPECIAL EDUCATION 1

A Review of the Research Literature in Bilingual Special Education

J. S. de Valenzuela

University of New Mexico

Author Note

Topic: Observations and miscellaneous data collection formatsSeptember 24, 2014

Definitions

Objective:“Free from personal feelings or prejudice; based on facts; unbiased…”

Webster’s Unabridged Dictionary

Definitions

Subjective:

“…not directly caused by external stimuli…”

Webster’s New Collegiate Dictionary

Small Group Activity:

• Group leaders pass out the envelopes provided.

• Sort the contents along a continuum of objective to subjective

Definitions

Objective:“Free from personal feelings or prejudice; based on facts; unbiased…”

Webster’s Unabridged Dictionary

Definitions

Subjective:

“…not directly caused by external stimuli…”

Webster’s New Collegiate Dictionary

Objective vs.

SubjectiveStatements

Did you really observe what you said you

observed or are your “observations” really

interpretations? 

motivated...off task...interested... thinking hard...manipulative...trying...

• descriptive• observable• measurable

While you can and should assess students via observation and dialogue, you must have a

focus and criteria for evaluation, and you must

document your assessment.

MISCONCEPTION ALERT!

In other words...

“Observation”

I will observe…• What?• How will I document my

observations?• How I will evaluate (and use the

results of) my observations?

Small group discussion:

What are the different ways that you typically use observation with your students or clients? To what extent are those as systematic and objective as they should be? To what extent to they capture important aspects of context? To what extent to they capture meaningful learning or performance?

Quick Write:

Individually reflect on the previous small group discussion. What changes do you think you might need/want to implement in your assessments?

FunctionalBehavioral Analysis

Want to know more about FBA?

Behavioral Recording

1. Event recording2. Duration recording3. Latency recording4. Interval recording

1. Event recording

• aka Frequency recording.• How many times does a particular

behavior occur during a specific period of time?

• NOTE: This is not a very useful technique for behaviors that occur very frequently or those that occur over a long period of time (e.g. humming).

Event Recording Examples• http://www.specialconnections.ku.edu/cgi-

bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/teachertools

• http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Data.pdf

Name: Elise

Goal: Will initiate 5 interactions with a peer or adult each hour. Criteria: 80% of 5 consecutive days

20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 2019 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 1918 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 1817 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 1716 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 1615 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 1514 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 14 1413 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 13 1312 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 12 1211 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 11 1110 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 109 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 98 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 87 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 10 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Date

Settings

Supports

Settings Supports Collecting DataC-Community PA Paraprofessional PT Physical Therapist

H-Home S Special Education Teacher G General Education Teacher

M-Math Pe Peer OT Occupational Therapist

S-Science SL Speech Language Therapist V Vision I tinerant

SS-Social Studies

E-English

PE-Physical Education

A-Arts (Music or Media)

Event/Frequency

2. Duration Recording

How long does the student engage in a particular behavior?

• Example: humming

• http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/teachertools

• http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Data.pdf

Duration Example

Name: Elise

Goal: Will drive her wheelchair for 6 minutes Criteria: 80% of 5 consecutive days

7 7 7 7 7 7 7 7 7 7 7 7 76 6 6 6 6 6 6 6 6 6 6 6 65 5 5 5 5 5 5 5 5 5 5 5 54 4 4 4 4 4 4 4 4 4 4 4 43 3 3 3 3 3 3 3 3 3 3 3 32 2 2 2 2 2 2 2 2 2 2 2 21 1 1 1 1 1 1 1 1 1 1 1 10 0 0 0 0 0 0 0 0 0 0 0 0

DateSettings Supports

Settings Supports Collecting DataC-Community PA Paraprofessional PT Physical Therapist

H-Home S Special Education Teacher G General Education Teacher

M-Math Pe Peer OT Occupational Therapist

S-Science SL Speech Language Therapist V Vision I tinerant

SS-Social Studies

E-English

PE-Physical Education

A-Arts (Music or Media)

ProceduresObserve Elise driving her wheelchair during a transition. Mark off how long she drives the wheelchair.

Duration Example

3. Latency Recording

How long does it take for the student to respond to a particular stimulus?

• NOTE: This can be particularly useful with students who have had a head injury and have difficulties with response delay.

Latency Example

• http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/teachertools

• http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Data.pdf

Latency

Name Elise

Goal Criteria:

Seconds: 30 31 32 33 34 35 36 37 38 39 40 41 higher

Date41+ 41+ 41+ 41+ 41+ 41+ 41+ 41+ 41+ 41+ 41+ 41+ 41+

41 41 41 41 41 41 41 41 41 41 41 41 4140 40 40 40 40 40 40 40 40 40 40 40 4039 39 39 39 39 39 39 39 39 39 39 39 3938 38 38 38 38 38 38 38 38 38 38 38 3837 37 37 37 37 37 37 37 37 37 37 37 3736 36 36 36 36 36 36 36 36 36 36 36 3635 35 35 35 35 35 35 35 35 35 35 35 3534 34 34 34 34 34 34 34 34 34 34 34 3433 33 33 33 33 33 33 33 33 33 33 33 3332 32 32 32 32 32 32 32 32 32 32 32 3231 31 31 31 31 31 31 31 31 31 31 31 3130 30 30 30 30 30 30 30 30 30 30 30 30

She will engage her wheelchair to drive 30 seconds after she is given a command

60% of 5 consecutive data collection days

4. Interval Recording• Does the target behavior occur during

particular time periods?• This is different from event recording

because the time intervals for recording the behavior are specified – such as every 30 seconds.

• This can be difficult for a classroom teacher to use, however it is very useful for assessing frequently occurring behaviors.

Billy

biting own hand

0x 1x 2x 3x

8:15-8:30

8:30-8:45

8:45-9:00

9:00-9:15

9:15-9:30

9:30-9:45

9:45-10:00

12/1 12/2 12/3 12/4

Interval-Event Recording: Scatterplot

Interval Recording Example

• http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/teachertools

• http://www.usu.edu/teachall/text/behavior/LRBIpdfs/Data.pdf

How long should my interval be?

It depends!!!• What if the child engages in the

behavior twice a day?

• What if the child engages in the behavior multiple times an hour?

• What if the child engages in the behavior multiple times a minute?

Direct Observation Tips

• Record data from multiple days on a single observation form.

• Record data on at least a part of all relevant time periods.

• Keep data recording forms in a consistent location accessible to all relevant staff.

• Collect data on at least 10-15 occurrences of the behaviors over at least 2-5 days before beginning to look for patterns.

O’Neill et al., (1990)

Main Points about Observations

1. Observation can and should be an important part of your overall assessment strategy.

Main Points (cont.)2. Effective observations:• have a clear purpose and focus • are documented • rely on objective reporting, not

subjective impressions, and• are systematic.

Please take a minute for the minute paper.

And don’t forget to turn your phone back on.