1 / 20

Connecting Data Collection to the Behavior Intervention Plan

Connecting Data Collection to the Behavior Intervention Plan. Hartford Public Schools Special Education Department 2006-2007. Three Ps…. Purpose: To demonstrate ways to collect data, maximizing the effectiveness of the BIP;

herman-frazier
Download Presentation

Connecting Data Collection to the Behavior Intervention Plan

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Connecting Data Collection to the Behavior Intervention Plan Hartford Public Schools Special Education Department 2006-2007

  2. Three Ps… • Purpose: To demonstrate ways to collect data, maximizing the effectiveness of the BIP; • Process: pre-test/post-test; hand-outs, case study situations, Q & A; • Pay-off: Educators will develop skills in collecting data to increase appropriate behavior while monitoring the effectiveness of the BIP;

  3. Pre-test: True or False? • 1. Most behaviors can be recorded and analyzed. • 2. Most behaviors have a purpose. • 3. Two types of data collection are anecdotal and frequency counting.

  4. Basic Questions to Ask • 1. When is the student engaging in the problem behavior? • 2. What events or factors contribute to the behavior? • 3. What is the student communicating through the behavior? • 4. When is the student most successful and not engaged in the problem behavior?

  5. Three Categories of Behaviors • Passive: Fear of Relationships and Fear of Failure • Aggressive: Hostile, Oppositional, Covert • Attention: Hyperactive, Inattentive

  6. To obtain or get: Attention Power Control To escape or avoid: Work Consequences Responsibility Feeling Anxious To control: Antecedent Stimuli To obtain or reduce: Sensory stimulation To get help: Learned Helplessness Functions of Behavior

  7. Antecedents, Behaviors and Consequences Antecedent / Situation What occurred just BEFORE the behavior? Problem Behavior What did the student do? Describe actions. Consequence What did the staff do? What happened immediately after the behavior?

  8. Case Study: Juan • Read • Discuss ABC’s with colleague or small group near you • Record the antecedent and consequence only on attached chart • Present to group

  9. Data Collection Made Easy • Anecdotal: Telling the Story • Frequency: Counting Behaviors using paper clips, tally marks, or graphs

  10. ANECDOTAL RECORDING:description of behavior and the events surrounding that behavior • Who: professionals and peers • What: identifies and defines the behavior targetedWhen: time, activity, specific period • Where: room, setting, space • Why: what happened immediately after the behavior

  11. FREQUENCY RECORDING • Use for behavior that is:-easy to observe • -of consistent duration (do not use with tantrums)-of short duration (i.e. out of seat)-low frequency (do not use for pencil tapping or facial ticks) • Examples:*Verbal aggression*Inappropriate language*Late to Class • *Work samples

  12. Activity 2:Event Recording or Frequency Counting? • Discuss Juan’s behaviors on the ABC chart • Select the data collection method that works for the behavior • Decide how you could easily measure the behavior through a data collection strategy

  13. Activity 3: Independent Practice • Use the next two scenarios to practice data collection; • Use the Anecdotal Recording Form for Scenario 1; Use an event recording form for scenario 2; • Record the behaviors as you see them; • Discuss your data with colleague or group

  14. Carlos: Seeking Attention • Grade 6 English class of 25 students • Gets out of seat, calls out, makes negative comments during instruction, drops pencil when he is supposed to start writing • May start task at beginning of period, but rarely finishes • Last to walk into class, slightly late • Responds to praise • Security guard walks in and out of class

  15. The Rules of Data Collection • Meaningful and relevant to the behavior • Unobtrusive as possible • Respect the dignity of the student and the student’s age • Promote independence • Foster peer acceptance

  16. Post-test: True or False? • 1. Most behaviors can be recorded and analyzed. • 2. Most behaviors have a purpose. • 3. Two types of data collection are event recording and frequency counting.

  17. Summary of Data Collection • Provides data to determine success of BIP • Measures improvement for student and professionals • Teaches protocol for new behavior • Alerts staff to use of specific consequences impacting positive or negative behavior

  18. 10. Student praised privately 9. Whole class praised 8. Student praised by other students 7. Student praised in front of other students 6. Student’s work displayed 5. Student’s name mentioned in assembly 4. Student receives positive comment on written work 3. Parent informed about good behavior 2. Student receives good marks on report card Bonus Slide: Positive Interventions: Top 10

  19. And the number 1 positive intervention… ……Teacher Reaction! “Verbal and physical teacher reactions are the simplest ways to acknowledge and reinforce acceptable behavior and to acknowledge and provide negative consequences for unacceptable behavior…” (Marzano, 2003)

  20. Time to Reflect… What did you learn today that you did not know before? What will you use in school tomorrow? What additional training would be helpful in utilizing this information?

More Related