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Advanced Presentation Settings for Interactive Slides

Explore a variety of customizable settings for interactive slides, including chart types, answer styles, and team colors.

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Advanced Presentation Settings for Interactive Slides

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  1. <?xml version="1.0"?><Settings><SlideID ID="361"><slideID>361</slideID><SettingName>chartType</SettingName><SettingValue>Vertical</SettingValue></SlideID></Settings> <?xml version="1.0"?><SlideMaster><tagSlideID>390</tagSlideID><slideID>390</slideID></SlideMaster> <?xml version="1.0"?><AllQuestions /> <?xml version="1.0"?><Settings><answerBulletFormat>Numeric</answerBulletFormat><answerNowAutoInsert>No</answerNowAutoInsert><answerNowStyle>Explosion</answerNowStyle><answerNowText>Answer Now</answerNowText><chartColors>Use PowerPoint Color Scheme</chartColors><chartType>Horizontal</chartType><correctAnswerIndicator>Checkmark</correctAnswerIndicator><countdownAutoInsert>No</countdownAutoInsert><countdownSeconds>10</countdownSeconds><countdownSound>TicToc.wav</countdownSound><countdownStyle>Box</countdownStyle><gridAutoInsert>No</gridAutoInsert><gridFillStyle>Answered</gridFillStyle><gridFillColor>255,255,0</gridFillColor><gridOpacity>100%</gridOpacity><gridTextStyle>Keypad #</gridTextStyle><inputSource>Response Devices</inputSource><multipleResponseDivisor># of Responses</multipleResponseDivisor><participantsLeaderBoard>5</participantsLeaderBoard><percentageDecimalPlaces>0</percentageDecimalPlaces><responseCounterAutoInsert>No</responseCounterAutoInsert><responseCounterStyle>Oval</responseCounterStyle><responseCounterDisplayValue># of Votes Received</responseCounterDisplayValue><insertObjectUsingColor>Blue</insertObjectUsingColor><showResults>Yes</showResults><teamColors>User Defined</teamColors><teamIdentificationType>None</teamIdentificationType><teamScoringType>Voting pads only</teamScoringType><teamScoringDecimalPlaces>1</teamScoringDecimalPlaces><teamIdentificationItem></teamIdentificationItem><teamsLeaderBoard>5</teamsLeaderBoard><teamName1></teamName1><teamName2></teamName2><teamName3></teamName3><teamName4></teamName4><teamName5></teamName5><teamName6></teamName6><teamName7></teamName7><teamName8></teamName8><teamName9></teamName9><teamName10></teamName10><showControlBar>Slides with Get Feedback Objects</showControlBar><defaultCorrectPointValue>100</defaultCorrectPointValue><defaultIncorrectPointValue>0</defaultIncorrectPointValue><chartColor1>187,224,227</chartColor1><chartColor2>51,51,153</chartColor2><chartColor3>0,153,153</chartColor3><chartColor4>153,204,0</chartColor4><chartColor5>128,128,128</chartColor5><chartColor6>0,0,0</chartColor6><chartColor7>0,102,204</chartColor7><chartColor8>204,204,255</chartColor8><chartColor9>255,0,0</chartColor9><chartColor10>255,255,0</chartColor10><teamColor1>187,224,227</teamColor1><teamColor2>51,51,153</teamColor2><teamColor3>0,153,153</teamColor3><teamColor4>153,204,0</teamColor4><teamColor5>128,128,128</teamColor5><teamColor6>0,0,0</teamColor6><teamColor7>0,102,204</teamColor7><teamColor8>204,204,255</teamColor8><teamColor9>255,0,0</teamColor9><teamColor10>255,255,0</teamColor10><displayAnswerImagesDuringVote>Yes</displayAnswerImagesDuringVote><displayAnswerImagesWithResponses>Yes</displayAnswerImagesWithResponses><displayAnswerTextDuringVote>Yes</displayAnswerTextDuringVote><displayAnswerTextWithResponses>Yes</displayAnswerTextWithResponses><questionSlideID></questionSlideID><controlBarState>Expanded</controlBarState><isGridColorKnownColor>True</isGridColorKnownColor><gridColorName>Yellow</gridColorName><AutoRec></AutoRec><AutoRecTimeIntrvl></AutoRecTimeIntrvl><chartVotesView>Percentage</chartVotesView><chartLabelsColor>0,0,0</chartLabelsColor><isChartLabelColorKnownColor>True</isChartLabelColorKnownColor><chartLabelColorName>Black</chartLabelColorName><chartXAxisLabelType>Full Text</chartXAxisLabelType></Settings> <?xml version="1.0"?><TeamNames><Team1></Team1><NewTeam1></NewTeam1><Team2></Team2><NewTeam2></NewTeam2><Team3></Team3><NewTeam3></NewTeam3><Team4></Team4><NewTeam4></NewTeam4><Team5></Team5><NewTeam5></NewTeam5><Team6></Team6><NewTeam6></NewTeam6><Team7></Team7><NewTeam7></NewTeam7><Team8></Team8><NewTeam8></NewTeam8><Team9></Team9><NewTeam9></NewTeam9><Team10></Team10><NewTeam10></NewTeam10></TeamNames> <?xml version="1.0"?><AllAnswers /> Edward Clouser eclouser@esc4.net 713.744.6562 Data Collection for Problem Behaviors Region 4 ESC http://r4analyzingbehavior.wikispaces.com/

  2. I Have to Do WHAT??

  3. When to Collect Data • Beginning/Baseline • Examine student performance prior to intervention • May include interventions currently in place • During Interventions • Current performance with intervention(s) in place • Results can be compared to baseline data • Post-Intervention • Evaluate maintenance & generalization of skills • If new problem behavior(s) occur

  4. Define Target Behavior(s) Operational Definition: • An operational definition is an accurate and clearly stated description of behavior. It should be observable and measureable, and should be agreed upon by those involved in changing the behavior. • Other features: • Has a clear beginning & ending • Is repeatable

  5. Operational Definition Examples

  6. Data Collection Methods • Who will be collecting it? • Where will it be collected? How often? • Permanent products • Data Sheets • Data notebook • Clipboard • Video

  7. Indirect Assessment Uses interviews, checklists, or rating scales from people familiar with the student. Student is not observed. • Functional Analysis Screening Tool (FAST) • Iwata & DeLeon (1996) • Motivation Assessment Scale(MAS) • Durand & Crimmins (1992) • Functional Assessment Checklist for Teachers and Staff (FACTS) • March, Horner, Lewis-Palmer, Brown , Crone, Todd & Carr (2000) • Functional Assessment Interview (FAI) • O’Neill et al., (1997)

  8. Direct Assessment Involves directobservation of behavior, made under naturally occurring conditions. • A-B-C • Frequency • Duration • Interval • Latency

  9. Frequency & Rate • Frequency: Tally of number of occurrences • Rate: Number of occurrences per unit of time • When to Use: • Evaluating changes in responding • Clear beginning & end to behavior • Short duration • Considering increasing or decreasing occurrences • When Not to Use: • Behavior occurs at very high rate (i.e., pencil taps) • Occurs for extended periods of time (i.e., out of seat)

  10. Collecting Frequency Data • Data Sheet: • Hand clicker/counter • Masking tape • Paperclip pocket switch • Rubberband • Index card

  11. Duration • Definition: Amount of time the the behavior occurs. • When to Use: • Primary concern is length of time • Total time or time per occurrence • ↑ ↓ time behavior occurs • Clear beginning & end

  12. Collecting Duration Data • Data Sheet: • Duration per occurrence / Total Duration ? • Timer / Stopwatch • Personal watch • Classroom clock • Smartphone

  13. Strengths Easy to collect More accurate Gives better global picture: # of occurrences & time Weaknesses Behavior has to have clear beginning & end Difficult for high rate behaviors Duration

  14. Interval Data • Documents whether a behavior occurred during a particular time period (a.k.a. “interval”) • Recommended length of intervals: • 30 seconds • 1-minute maximum • Data leads to a % • Example: % of time on-task

  15. Collecting Interval Data • Data Sheet (3 options): • Whole Interval • Partial Interval • Momentary Time Sampling • Timer / Stopwatch • Personal watch • Classroom clock • Smartphone • MotivAider • Gym Boss • Wobl Watch

  16. Whole Interval • An observation period is divided into equal time intervals • Record behavior if present the entire interval: • Is occurring at the beginning of the interval • Continues throughout the interval • Is occurring at the end of the interval Option A Option B

  17. Whole Interval • Calculate % of intervals behavior occurred in • Weaknesses • Underestimates

  18. Partial Interval • Observation period divided into equal time intervals • Record behavior if occurring any time during the interval Option A Option B

  19. Partial Interval • Calculate % of intervals the behavior occurred in • Weaknesses • Only estimates behavior’s frequency • Overestimates

  20. Momentary Time Sampling Data Sheet • Observation period divided into equal time intervals • Observer records behavior if occurring at end of interval Option A Option B

  21. Momentary Time Sampling • Calculate the percentage of intervals the behavior occurred in • Strengths • Collect data on multiple students at once • No continuous observation • Best for continuous or long duration behaviors • Weaknesses • Misses behavior instances • Not recommended for low frequency, short duration behaviors • Underestimates

  22. Latency • Measure of elapsed time from when an instruction is given & when the student responds/complies. “Please sit down” Student sits • Other examples: • Time between a question & the student’s response • Time between being shown a word and pronouncing it • To decrease: • Delay in following directions, delay in responding to others • To increase: • Incorrect answers (not waiting for question/direction to be finished), retaliation without think time 42 seconds

  23. Latency

  24. Antecedent-Behavior–Consequence (A-B-C) • Direct observation to describe relationship between behavior (B) & events occurring before & after A = Antecedent B = Behavior C = Consequence • Recorded only when a behavior of interest occurs, such as non-compliance • Be specific & objective, avoiding emotional terms, such as “upset.”

  25. Setting Events • Immediate circumstances that influence whether or not an antecedent (A) will result in the target behavior (B) • Includes: temperature, health-related, location, person involved

  26. ABC Examples Consequences can become antecedents that trigger additional behaviors

  27. Data Collection: How Long? • It depends… • Typically collect until data are stable • Three or more data points generally needed • Variability? • Unsafe or extreme behaviors, waiting for data to stabilize may not be possible

  28. Why Graph Behavior Data? • Summarizes information over days/weeks, versus looking through stacks of data sheets • Displays the effectiveness of an intervention • Encourages independent judgment & interpretation

  29. Apps • R+ Reminder ($1.99): Similar to MotivAider https://itunes.apple.com/us/app/r+remind/id411724921?mt=8 • Elapsed (free): Set multiple timers at once https://itunes.apple.com/us/app/timers-elapsed-multiple-timer/id427926864?mt=8 • Time Timer ($2.99): Like the device, gives visual display of time passing https://itunes.apple.com/us/app/time-timer/id332520417?mt=8 • Repeat Timer ($1.99): Set up to 3 separate repeating timers http://www.repeattimerapp.com/

  30. Online Resources • The Iris Center • http://iris.peabody.vanderbilt.edu/ • T.A.R.G.E.T. • http://www.txautism.net/target-texas-autism-resource-guide-for-effective-teaching • Evidence-Based Practices Briefs • http://autismpdc.fpg.unc.edu/content/briefs

  31. Questions?

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