Please check, just in case…

1. Please check, just in case…

2. Announcements • Second classroom-based assessment tool due next week. • Please look at the feedback I provided on last week’s assignment to make changes for next time. • Bring last week’s draft to class next week. • Please make an appointment to see to talk over assignments – my office hours book up quickly, so please make appointments in advance.

3. Quick questions or quandaries?

4. 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.

5. APA example Running 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

6. Topic: Observations and miscellaneous data collection formats September 24, 2013

7. Definitions Objective: “Free from personal feelings or prejudice; based on facts; unbiased…” Webster’s Unabridged Dictionary

8. Definitions Subjective: “…not directly caused by external stimuli…” Webster’s New Collegiate Dictionary

9. Small Group Activity: Group leaders pass out the envelopes provided. Sort the contents into two piles: • objective • subjective

10. Definitions Objective: “Free from personal feelings or prejudice; based on facts; unbiased…” Webster’s Unabridged Dictionary

11. Definitions Subjective: “…not directly caused by external stimuli…” Webster’s New Collegiate Dictionary

12. Observations Objective vs. Subjective Statements

13. Did you really observe what you said you observed or are your “observations” really interpretations?

14. Subjective? motivated... off task... interested... thinking hard... manipulative... trying...

15. Objective descriptive observable measurable

16. MISCONCEPTION ALERT! While you can and should assess students via observation and dialogue, you must have afocus and criteria for evaluation, and you must document your assessment.

17. In other words... “Observation”

18. Instead... I will observe: • What? • How will I document my observations? • How I will evaluate (and use the results of) my observations?

19. 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?

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

21. FunctionalBehavioral Analysis

22. FBA

23. Want to know more about FBA? SPCD 519!

24. Behavioral Recording • Event recording • Duration recording • Latency recording • Interval recording

25. 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).

26. 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

27. Event/Frequency

28. 2. Duration Recording • How long does the student engage in a particular behavior? • Example: humming

29. Duration 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

30. Duration Example

31. 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.

32. 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

33. Latency

34. 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.

35. 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

36. 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

37. 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?

38. 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)

39. Main Points about Observations 1. Observation can and should be an important part of your overall assessment strategy.

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

41. Please take a minute for the minute paper.