data collection & analysis
DESCRIPTION
Data Collection & Analysis. Presented by David Martin, Behavior Consultant, CMCSS. Schedule. 8:00 – 9:30Work 9:30 – 9 :50 Break 9 :50 – 11:30Work 11:30 – 12 :45 Lunch 12:30 – 1:30Work 1:30 – 1:45 Break 1:45 – 3 : 0 0 Work. Materials. - PowerPoint PPT PresentationTRANSCRIPT
Data Collection & AnalysisPresented byDavid Martin,Behavior Consultant, CMCSS
Schedule 8:00 – 9:30 Work 9:30 – 9:50 Break 9:50 – 11:30 Work 11:30 – 12:45 Lunch 12:30 – 1:30 Work 1:30 – 1:45 Break 1:45 – 3:00 Work
Materials Thank you to the author of, Behavioral
Assessment and Program Evaluation, 2007
Dr. Jose Martinez-DiazThe majority of material in the presentation was taken from his book. Dr. Patti WilsonSome of the data collection forms came from her collection.
Goals of the In-Service Review Target Behaviors Review Response Classes Discuss Fundamental Properties and
Dimensional Quantities of behavior Data Collection and Display Discuss Data and Response MeasuresContinuous and Discontinuous Measures Selecting and Using Response Measures
Activity - Pretest Which are examples of target behaviors?
1. Aggression2. Biting others3. Spitting on others4. Non-Compliance5. Following teacher directions6. Low Self-Esteem7. Social Skills8. Thinking9. Off-Task10. On-Task11. Showering
Place your answers aside and we’ll return to them later.
Do We Have To? Really? Goals are data-driven Data tells us if what we are doing is
working Because everyone likes to see an effect –
especially students Data is the key to perfecting a plan Data provides objectivity vs. subjectivity
Yes. We Have to. BUT KEEP IT SIMPLE!
Mechanisms should be simple and convenientRateUse of a timer (latency, duration, etc.)+ or –point rankings (0, 1, or 2)
Establish a baseline Set a timeframe for the intervention(s) and
an attainable goal Revise goal/interventions as necessary
Identifying Target Behavior A target behavior is any defined,
observable, and measurable behavior which is the focus of analysis and intervention.
Identifying Target Behavior The behavior of an organism is that
portion of the organism’s interaction with the environment that is characterized by detectable displacements in space through time of some part of the organism and that results in a measurable change in at least one aspect of the environment.
Johnston & Pennypacker, 1980
Identifying Target Behavior Behavior is the movement of an
organism or its parts in a frame of reference provided by the organism or various external objects or fields.
Skinner, 1938
Identifying Target Behavior The interaction of the muscles and
glands of a live organism and the environment.
Martinez - Diaz
Identifying Target Behavior What do they all have in common?
1. Observable2. Measurable3. Interaction with the environment4. Change in the environment
Identifying Target Behavior Examples of Non-BehaviorAnorexiaDepressionPositive AttitudeRepressed FeelingsPoor Impulse ControlNon-ComplianceLazyDefiantDisrespectful
Identifying Target Behavior The Dead Man’s Rule
If a dead man can do it, it is not behavior!
Identifying Target Behavior A private event is something that we
cannot see or measure – it is not behavior.
Examples:Thinking is a private eventFeeling is a private eventSome argue that reading is a private event
Activity - Pretest Which are examples of target behavior?
1. Aggression2. Biting others3. Spitting on others4. Non-Compliance5. Following teacher directions6. Low Self-Esteem7. Social Skills8. Thinking9. Showering
Behavior:23511
Activity Get with five people close to you.
Go over each non-behavior on the pretest. Identify why it is not considered behavior.
Change each non-behavior item into observable, measureable language that could be used to develop a target behavior.
Be ready to report out.
Things I Need to Do…Reflect on a student you have had, or will have that emitted behavioral problems. If you identified a non-behavior as the problem, take a minute to change that language into target behavior language. Write the new language on your Things I Need to Do List.
Options: You may want to consider a referral you’ve written, a behavior plan, or even a note or phone call to a parent.
Identifying Response A response is a SPECIFIC instance of
behavior
However, behavior is a collective term. We don’t say:
“Three yelling behaviors” or “Four Face slapping behaviors”
Identifying Response Response Cycle
A response cycle refers to the beginning, middle and end of a response.
Examples: Holding one’s breath under waterFace-slapping behaviorExiting a computer gameGetting paper out for a test
Identifying Response Topographical Response Class
A topographical response class refers to the physical nature of responses. That is: the exact shape of the response, the appearance of the response, the force of the response, and the actual movements involved.
Identifying Response Topographical Response Class
So a topographical response class is a group of two or more responses that share a common form.
Examples:PointingHand to Face MovementsHair Pulling
Identifying Response Functional Response Class
A functional response class is a group of two or more topographically different responses that all have the same effect on the environment, usually producing a specific class of reinforcers.
Identifying Response Functional Response Class
So a functional response class is a group of two or more responses that serve the same purpose.
Examples:Attention-Getting BehaviorsFood-Getting BehaviorsTask-Escape Behaviors
Activity
In the next three minutes, on a scrap piece of paper, list as many task-escape behaviors as you can. These should be behaviors you have observed (or emitted).
Things I Need to Do… You have just created a functional response class for task-
escape. When you identify target behavior, you need to do this for
whatever the target behavior might be. So, if a child wants attention, you identify all the behaviors in an attention seeking functional response class that this child emits.
On your list, write the name of a student for whom an FBA/BIP is scheduled. Write the name of the student and a reminder to identify the functional response class (after function has been identified) to be included in the FBA/BIP.
Fundamental Properties of Behavior
A property is a fundamental quality of a phenomenon
A dimensional quantity is a quantifiable aspect of a property.
Dimensional Quantities of Behavior
Fundamental Properties of Behavior
A response occurs in time. More precisely, a response occurs at a certain point in time in relation to a preceding environmental event.
So temporal locus (the point where a response is situated in time) is a fundamental property.
The accompanying dimensional quantity of temporal locus is latency, which is the amount of time between a stimulus (asking someone to do something) and the response (starting to do it).
We measure latency.
Dimensional Quantities of Behavior
Fundamental Properties of Behavior
A second fundamental property of a single response is derived from the fact that a response also occupies time, thus the property of temporal extent (how much time the response takes).
The accompanying dimensional quantity of temporal locus is duration, or the amount of time from the beginning to the end of a response cycle.
We measure duration.
Dimensional Quantities of Behavior
Fundamental Properties of Behavior
A third fundamental property of a single response is repeatability through time. It refers to the fact that a response can reoccur.
Countability is the dimensional quantity associated with repeatability, which is measured as the number of responses, or number of cycles of the response.
We measure frequency.
Dimensional Quantities of Behavior
Fundamental Properties of Behavior
The fundamental property of a response class is the combination of repeatability and temporal locus.
From this combination, we get more dimensional quantities.
Inter-response time (IRT) refers to the time between two successive responses; usually the time elapsed between the end of one response cycle and beginning of the next response cycle.
We measure IRT.
Dimensional Quantities of Behavior
Rate of responding is the ratio of the number of responses over some period of time.
Many of us confuse rate and frequency. They are NOT the same thing.
We measure rate.
Dimensional Quantities of Behavior
Rate is the fundamental datum in the study of behavior.
Its unit of measurement is cycles per unit of time.
So…three cyclers in one hour is: 1 per 20 minutes.
Dimensional Quantities of Behavior
ACTIVE STUDENT RESPONDINGActive Student Responding is a research-based strategy to keep students engaged in the lesson.
Enjoy the Activity!
ACTIVE STUDENT RESPONDING A single response can reoccur, thus the
fundamental property of:
1. Repeatability2. Temporal Extent3. Temporal Locus
ACTIVE STUDENT RESPONDING A single response can reoccur, thus the
fundamental property of:
1. Repeatability2. Temporal Extent3. Temporal Locus
ACTIVE STUDENT RESPONDING A single response occurs at a point in
time, thus the fundamental property of:
1. Repeatability2. Temporal Extent3. Temporal Locus
ACTIVE STUDENT RESPONDING A single response occurs at a point in
time, thus the fundamental property of:
1. Repeatability2. Temporal Extent3. Temporal Locus
ACTIVE STUDENT RESPONDING Which dimensional quantity is
associated with temporal extent?
1. Countability2. Duration3. Latency4. Intensity
ACTIVE STUDENT RESPONDING Which dimensional quantity is
associated with temporal extent?
1. Countability2. Duration3. Latency4. Intensity
ACTIVE STUDENT RESPONDING Which dimensional quantity is
associated with repeatability?
1. Countability2. Duration3. Latency4. Intensity
ACTIVE STUDENT RESPONDING Which dimensional quantity is
associated with repeatability?
1. Countability2. Duration3. Latency4. Intensity
ACTIVE STUDENT RESPONDING Which dimensional quantity is
associated with temporal locus?
1. Countability2. Duration3. Latency4. Intensity
ACTIVE STUDENT RESPONDING Which dimensional quantity is
associated with temporal locus?
1. Countability2. Duration3. Latency4. Intensity
ACTIVE STUDENT RESPONDING IRT and Rate share which fundamental
properties?
1. Repeatability and Temporal Extent2. Repeatability and Temporal Locus3. Temporal Extent and Temporal Locus
ACTIVE STUDENT RESPONDING IRT and Rate share which fundamental
properties?
1. Repeatability and Temporal Extent2. Repeatability and Temporal Locus3. Temporal Extent and Temporal Locus
ACTIVE STUDENT RESPONDING A student is given a worksheet with 100
math problems. He begins working on the first problem 10 seconds after he is given the worksheet.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING A student is given a worksheet with 100
math problems. He begins working on the first problem 10 seconds after he is given the worksheet.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING The student spends 1 minute and 20
seconds working on the first problem before he completes it.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING The student spends 1 minute and 20
seconds working on the first problem before he completes it.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING After completing the first math problem, the
student waits 5 seconds before he begins working on the second math problem.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING After completing the first math problem, the
student waits 5 seconds before he begins working on the second math problem.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING The student completes 30 math
problems correctly.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING The student completes 30 math
problems correctly.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING The teacher gave the student 1 hour to
complete math problems. The student completed 30 problems in 1 hour.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
ACTIVE STUDENT RESPONDING The teacher gave the student 1 hour to
complete math problems. The student completed 30 problems in 1 hour.
1. Latency2. Duration3. Frequency (countability)4. IRT5. Rate
Data Collection and Display There is more to data collection and
display than lines and graphs.
Data may be embedded in text.Example: Jim displayed an average of 6 acts of property destruction per 7-hour school day during the 10 day baseline period. The range was between 1and 18 per day.
Data Collection and Display There is more to data collection and
display than lines and graphs.
Data may be displayed in a summary table as is the attendance data below.
Day M T W Th FAbsent XPresent X X XTardyExcused
X
Data Collection and Display In behavior analysis, bar graphs and line
graphs are by far the most common. We’ll focus on those.
Data Collection and Display Bar Graphs, or Histograms, are used for:
Summarizing and comparing different groupsSummarizing and comparing different conditionsSummarizing and comparing sets of data
Data Collection and Display Bar Graphs, or Histograms
Bar graphs compare sets of data which are not related to one another by a common underlying dimension (by which the horizontal axis can be scaled).
Math Reading Writing Science0246
201020112012
Data Collection and Display Equal Interval, or Line Graphs, are used
for:Tracking student progressEvaluating intervention effectivenessUsed to determine function of behavior
8:00 9:00 10:00 11:000
2
4
6Series 3
Data Collection and Display Equal Interval, or Line GraphsThe absolute minimum number of data points to be used for analysis is three. Seven is a better number.
8:00 9:00 10:00 11:00 12:00 1:00012345
Series 2
Data Collection and Display Line GraphsSome notes:When you are looking for significant change on a line graph, the rule of thumb is this –Doubling or halving the rate is significant. Smaller changes may be important, but not significant.
Data Collection and Display Line Graphs
Some notes:When using visual analysis (looking at the data represented on a graph) the key points to look at are: Number of data points Trend Variability
Data Collection and Display Line Graphs – Trend
Trend refers to the overall direction taken by the data path. Trends are described in terms of their direction (increasing, decreasing or zero trend “level”).
Data Collection and Display Line Graphs– Increasing Trend
8:00 9:00 10:00 11:0001234567
Data Collection and Display Line Graphs– Decreasing Trend
8:00 9:00 10:00 1:0001234567
Data Collection and Display Line Graphs– Decreasing Trend w/ Trend
Line
8:00 9:00 10:00 1:0001234567
Data Collection and Display Line Graphs– Variability
Variability is another way of identifying the stability of the data. Generally, the more stable, the more you can trust the data. The more variable, the more time needed to get more stability in the data.
Data Collection and Display Line Graphs– High Variability
8:00 9:00 10:00 1:00 12:00 1:0001234567
Data Collection and Display Line Graphs– Low Variability
8:00 9:00 10:00 11:00 1:00 1:000123456
Data Collection and Display Scatter Plot
The use of scatter plots is still rare (we tend to use line graphs). However, scatter plots are VERY helpful as we try to identify the time target behaviors are emitted, with an easy to see visual display of the patterns of responding.
Data Collection and Display Scatter Plot
M T W Th F8910111212
Data Collection and Display Scatter Plot
M T W Th F8910eat1212
If the behavior is attention seeking (functional response class includes: calling out, getting out of seat, approaching teacher, crying, repeated questioning – What COULD we conclude about the behavior?
Choose a Data Collection Method Continuous (direct
observation) The show me
method Event Recording Frequency/Rate Latency Duration
Discontinuous (indirect observation)
The tell me method Percent
occurrence/correct Discrete Categorization Partial Interval
Recording Whole Interval
Recording Momentary Time
Sampling PLACHECK
Examples of Continuous Measures Counting how many times someone
bites another person Timing how long someone sucks one’s
own thumb Timing how long it takes Josh to turn off
the TV after he is asked to do so
Event Recording Record time observation began Count the responses Record time observation ended Divide: Count/Time Unit Report as rate per (insert time unit)
TARGET BEHAVIOR
EVENT RECORDING
RATE PER MINUTE
Questions xxxxxxxxxx 2 per minuteSelf-Disclosures xxxxxxxx 1.6 per minutePositive Comments
xxxx 1.25 per minute
Duration Duration per occurrence
Record each event in time and reset the clockDate: ____ Time: ____ To: ____ Setting: _________Episode # Elapsed Time Per Episode________ ________________________________________ ________________________________________ ________________________________________ ________________________________
Duration Total Duration
Record the length of each occurrence and add all together
Date: ____ Time: ____ To: ____ Setting: _______
Total Duration Per Session: ______________
Advantages and DisadvantagesAdvantages of
Continuous Measures They are accurate
Disadvantages of Continuous Measures They require one person
to watch continuously over a set period of time
They are hard for one person to use and teach at the same time
They generally require longer periods of time to collect data
Percent Occurrence/Correct Percent Occurrence
Date: ____ Time: ____ Setting:___________
Opportunity #1: X Opportunity #2: ____Opportunity #3: ____ Opportunity #4: X
Percent Occurrence: 50%
Percent Occurrence/Correct Percent Correct
Date: ____ Time: ____ Setting: ____________
Trial 1: C or I + Trial 2: C or I _ Trial 3: C or I + Trial 4: C or I +
Percent Correct: 75%
A Note about Percentages1. The Dimensional Quantities of behavior
include:- Duration- Latency- Countability/Frequency- Inter Response Time (time over
cycles)- Rate (responses over time)- Celeration
Things I Need to Do…Reflect on a student you have had, or will have that emitted behavioral problems. Consider what you want to do to help with this behavior (increase a replacement behavior and/or decrease a target behavior).
Write down the data collection that might help you accomplish these each of these goals.
A Note about Percentages2. Percentages DON’T access the
Dimensional Quantities of behavior.
We lose:- Number Correct- Number Incorrect- Number of Opportunities- Measure of Time
A Note about Percentages3. However, people are familiar with this
data display and “think” they understand what it means.
Discrete Categorization Codes: I – Independent; VP = Verbal
Prompt; GP = Gestural Prompt; PP = Physical Prompt; MG = Manual Guidance
Take the percent of opportunity to work each task, at each code level, and report as percent
Goes to Sink
I Rubs Hands w/soap
GP Walks to towel
I
Turns on faucet
I Sets soap down MP Grabs towel I
Wets hands I Rinses hands VP Dries hands VPPicks up soap GP Turns faucet off
MGHangs Towel VP
Partial Interval Recording Used to DECREASE behavior Record in time intervals of 10 to 20
seconds A response is recorded one time only if a
BX occurs at any time during the interval
Report as a percent intervals 50%
1 2 3 4 5 6 7 8 9 10x x x x x
Whole Interval Recording Used to INCREASE Behavior Record in time intervals of 10 to 20
seconds A response is recorded one time only if
a BX occurs during the ENTIRE interval
Report as a percent intervals 50%
1 2 3 4 5 6 7 8 9 10x x x x x x x x x x
x x x x x xx x x x x x x x x xx x x x x x x x x
Momentary Time Sampling Record as occurring only if it occurs at the
POINT in time in which an interval ends. It is recorded as a non-occurrence if it is
not occurring at that precise moment in time.
Set a timer for ten minutes. When it beeps, look up and record + (is occurring) or – (isn’t occurring.
Report in percent time samples
PLACHCECK A group of students is observed at the end
of a timed interval. Set the timer for thirty minutes. Look up when it beeps and count the
number of individuals engaged in the behavior.
Compare with the total number of students Report as Percent of Students Engaging in
BX.
Advantages and DisadvantagesAdvantages of
Discontinuous Measures They are easy to
reproduce They are easy to chart Most people
understand percentages
A teacher can collect the data without an additional body
Disadvantages of Discontinuous Measures They are less accurate
ACTIVE STUDENT RESPONDINGActive Student Responding is a research-based strategy to keep students engaged in the lesson.
Enjoy the Activity!
ACTIVE STUDENT RESPONDING If I record the number of reports you
submit each week, I am measuring:
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING If I record the number of reports you
submit each week, I am measuring:
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING If I record the amount of time I spend on
the treadmill each day, I am measuring:
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING If I record the amount of time I spend on
the treadmill each day, I am measuring:
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING I am taking data on a student with severe SIB
behavior (eye-gouging). Due to the intensity of the behavior, I measure the time to the first response, and end my session.
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING I am taking data on a student with severe SIB
behavior (eye-gouging). Due to the intensity of the behavior, I measure the time to the first response, and end my session.
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING To determine how often to provide
reinforcement in a differential reinforcement schedule, I need to know the average time between responses. I need to measure:
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING To determine how often to provide
reinforcement in a differential reinforcement schedule, I need to know the average time between responses. I need to measure:
1. Duration2. Latency3. Frequency4. Rate5. IRT
ACTIVE STUDENT RESPONDING Recording whether a response occurs at
all during a period of observation is an example of:
1. Event Recording2. Duration Recording3. Whole Interval Recording4. Partial Interval Recording
ACTIVE STUDENT RESPONDING Recording whether a response occurs at
all during a period of observation is an example of:
1. Event Recording2. Duration Recording3. Whole Interval Recording4. Partial Interval Recording
ACTIVE STUDENT RESPONDING Dividing an observation period into
segments and recording whether a response occurs for an entire segment is an example of:
1. Event Recording2. Duration Recording3. Whole Interval Recording4. Partial Interval Recording
ACTIVE STUDENT RESPONDING Dividing an observation period into
segments and recording whether a response occurs for an entire segment is an example of:
1. Event Recording2. Duration Recording3. Whole Interval Recording4. Partial Interval Recording
Differential Reinforcement Typically when we use Differential
Reinforcement Schedules, we take an average and set a goal for increasing, or decreasing the behavior just above or below the average and then adjust the target as mastery is met.
Activity After considering how to use Differential Reinforcements, determine what you need to know (what data system to use) before delivering reinforcement.
a. A student won’t stay in his seatb. A student won’t take out materials to begin workingc. A student cries when given a task demandd. A student won’t stop using the computer when his
time is upe. A student only works on a task for a few minutes
prior to stoppingf. A student won’t get in line when it’s time to leave the
classroom.g. A student isn’t toilet trained
QuestionsContact information for David Martin:
Don’t use my office phone at Burt to leave a message. I can go for days and not be in the office. I RARELY miss checking my email.