Gary L. Cates, Ph.D. Mark E. Swerdlik, Ph.D Illinois State University

1. Improving Outcomes for ALL Students Through the Flexible Student Services Model (FSSM) : Data Collection, Analysis, and Evaluation and Introduction to School-wide Assessment Strategies Gary L. Cates, Ph.D. Mark E. Swerdlik, Ph.D Illinois State University Kirkwood, Mehlville, Special School District, Webster Groves (KMSW) Cooperative “Expect the Best”

2. Opening activity • Work in teams on identifying strengths of your team, challenges for team, and a point of pride (one very successful action they are taking as a team that they would like to share with their colleagues).

3. Steps of Problem-Solving 2. Problem Analysis 1. Problem Identification 3. Plan Development 5. Plan Evaluation 4. Plan Implementation

4. Determine Situations in Which Behavior is Most Likely and Least Likely to Occur • Review all RIOT data to find convergent evidence about when, with whom, where, and how a student may succeed.

5. Data Collection & Analysis Linking Assessment to Effective Intervention from the Beginning

6. Why Collect Data? • Support hypotheses for why socially inappropriate behavior is occurring • Support hypotheses for why academic and other socially acceptable behaviors are not occurring • Determine current level of target behaviors

8. Types of Data Collection • Verbal Reports (e.g. interviews) • Rating Scales (e.g. BASC) • Record Review (e.g. Cumulative file, homework – permanent products) • Observation Systems (e.g. BOSS) • Direct Systematic Behavioral Observation (e.g. Interval recording, frequency counts)

9. Verbal Reports • Unreliable • DO NOT TRUST THEM! • Get direct data (i.e. independent observation) to corroborate

10. Rating Scales • More reliable than verbal report • Used only as a “screener” • DO NOT USE ALONE FOR INTERVENTION OR DIAGNOSIS!

11. Observations • This is not an anecdotalreport of what someoneobserved for a class period

12. General guidelines for observations: • Don’t be intrusive. • Agree upon a clearly defined and observable behavior first. • Observe across days/times/settings to increase reliability. • Use with other forms of assessment to increase validity. • Carefully consider the goal of the observation before selecting an observation tool. • Always note the environmental context of the behavior. • Observe students in their natural environments. • Always observe peers for a comparison.

13. Observation “systems” • Save your money • Very limited • Use direct behavioral systematic observation methods

14. Direct Behavioral Observations • ABC Log’s • Frequency Tabulation Log’s • Systematic Interval Recording

15. Examples of Direct Observations ABC Recording • Antecedents - what occurs right before the behavior. • Behavior - problem behavior (observable and defined) • Consequences - what happens right after the behavior

17. Practice Analyzing an ABC Log • See handout • Why do you think the behavior is occurring? • What might you do for an intervention? • What is an acceptable alternative behavior? • How would you monitor progress?

18. Examples of Direct Observations Frequency Count (RATE MEASURE!) • A measure of how often a clearly defined behavior occurs within a given period of time. • Examine the frequency of the behavior by tallying or counting the behavior as it occurs. • Use this when the behavior is discrete (has an obvious beginning and ending) and does not occur at very high rates. • This information is helpful at ALL steps of the problem solving process • ALWAYS MEASURE AS RATE WHEN POSSIBLE!!!!

20. Practice Using A Frequency Count/Rate Measure Log • See Handout • Determine the rate of behavior • Determine Discrepancy Ratio • The average child does this on average 1.8 times per day. • Write a hypothesis: ICEL • Develop a method for hypothesis testing: RIOT

21. Examples of Direct Observations Systematic Data Recording • Examine percentage of target behavior by: • Recording when the selected student is engaging in target behavior during 10-second intervals for 15 minutes. • Peers are observed in the same way as a comparison. • Requires more training than the other observation tools. • This information is helpful at all steps of the problem solving process

22. Systematic Direct Behavioral Observations: Interval Recording • Partial Interval Recording: Occurs anytime within interval • Whole Interval Recording: Occurs majority of Interval • Momentary Time Sampling: Within 3 seconds • Duration Recording: How long behavior occurs

23. Target Child Composite Child

24. Let’s Collect Some Data • ABC Log • Duration • Frequency/Rate • Momentary Time Sampling • Partial Interval Recording • Whole Interval Recording

25. What did you come up with? • Definition of Behavior is important! • Corroborating Reports is important! • This Stuff takes some practice! • You now have baseline data! • Does it lead to intervention? • Must analyze the problem after definition and data collection!

26. 10 Minute Break

27. Data Analysis Part 1 Behavior Problems

28. What you must keep in mind • Behavior has a function • You are trying to identify the function • You cannot be circular in your logic (e.g., ADHD).

29. 4 Functions of Behavior:Hypotheses for “why” Inappropriate Behavior is Occurring • Attention: Peer, teacher, peer and teacher • Escape: Demands, tasks, environments, other pressures • Tangibles: Food, games, items that are reinforcing • Sensory Stimulation: Some habits, more common among lower functioning students

30. What do you think the function of “disruption” Was?

31. Functional Assessment/Analysis What are conditions that maintain the behavior?

32. How to determine function • Descriptive Functional Assessment: • No manipulation of environment (Tier II) • Experimental Functional Analysis: • Manipulate Environment (Tier III)

33. Descriptive Functional Assessment • Do R-I-O of RIOT

34. Review (R) • Review existing information on instruction, curriculum, and environment. • One way to gather existing information about the student is to review the cumulative folder for: • Health/Medical records • Attendance • Educational history • Onset & duration of problem • Past interventions

35. Interviews (I) • Interview multiple people to get multiple perspectives and increase the reliability of the interview. • Use with other assessment procedures to increase the validity of the interview. • Keep interviews as short as possible (e.g., 15-20 minutes).

36. Specific Questions to Teachers: Behavior Problems • What does the behavior look like? • How often does it occur • What happens immediately before the behavior? • What happens immediately after? • What have you tried so far? • What behavior would you rather see?

37. Functional Assessment Interview • Examine the identified behavior of concern in terms of: • when the behavior is most likely and least likely to occur. • antecedents & consequences to problem behavior. • whether it is a skill problem or a performance problem. • potential function(s) of the behavior

38. ABC Logs Revisited • See Handout ABC-Log • What is a hypothesized function for the behaviors? • Write a Hypothesis • How would you test this hypothesis? (RIOT)

39. Experimental Analysis of Behavior: The “T” in RIOT • Test the 4 hypothesized functions of behavior • Attention Condition • Demand Condition • Tangible Condition • Alone Condition • Control Condition: No demands, No Tangibles and No attention available

41. Applied Functional Analysis Example

43. Data Analysis Part 2 Academic Problems

44. Hypotheses For why Academic Behavior is not occurring • Can’t do Acquisition: Consistently accurate, not yet fast. Increase through: Modeling, Demonstration, Prompts Fluency: Consistently accurate and fast Increase with Drill Generalization: Can do it under one set of conditions but not another Increase by slowly changing conditions and practicing • Won’t do: Reinforcement issue

45. Review (R) • Review existing information on instruction, curriculum, and environment. • One way to gather existing information about the student is to review the cumulative folder for: • Health/Medical records • Attendance • Educational history • Onset & duration of problem • Past interventions

46. Interviews (I) Instructional Planning Form (IPF) TIES: See Shapiro • Information gathered is used to develop hypotheses and effective interventions.

47. Specific Questions to Teachers: Academic Problems • How are instructional assignments presented? • What is expected? • Where is the student currently? • How are opportunities for practice presented? • How is feedback provided? • What has or has not worked?

48. Instructional Planning Form Student Name_________________ ___ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon

49. Student Name_______________________ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ Instructional Planning Form

50. Team Problem Solving Activity