cathy mckenzie, ed.s.. why collect data? identify if the behavior / problem is student specific,...
TRANSCRIPT
Cathy McKenzie, Ed.S.
Why collect data?Identify if the behavior / problem is student specific,
class specific, grade level or school specificDetermine current frequency, intensity, duration and
if this is different from behavior of other studentsTrack changes over time (response to intervention)Identify antecedents / triggers to assist with
functional behavior assessmentGeorgia regulations
Pyramid of Interventions
Tier I
Classroom Management ChecklistSee form in appendix – This can be used as a self-
evaluation by teachers but also used by administrators / others when observing the class
Things to look for:Physical settingPosting of rules and routinesStudents actively engaged (limit downtime)Commands / directions specificRate of positives to negativesConsistency
Direct Whole Classroom ObservationSee the form used in the appendixAlpha Commands (also known as effective commands or
precision requests) – concise instructions that elicit a distinct outcome, are precise, specific, direct, given one at a time, stated positively and in a calm tone of voice (e.g. “Please sit down” or “Turn to page 22”)
Beta Commands – commands that are NOT Alpha commands, such as using a questioning format, multiple steps, negatively stated or not specific (e.g. “Will you sit down?” or “Behave yourself.”)
Compliance PercentageEach time a command / direction is given the
command is categorized as either Alpha or BetaNext, begin timing to see if student complies within
10 second. If so, tally mark is made in the compliance box.
If the command was given to the whole class then look to see if 75% of the students comply with the direction within 10 seconds
Whole Classroom ObservationPositives for Behavior – any praise or reinforcement for appropriate
behavior (e.g. “Thanks you Sally for raising your hand” or “Timmy is doing a good job standing in line.”) This includes giving tokens, check marks, stickers, candy, etc.
Positives for Academics – any praise or reinforcement for correct responses to academics, praise or reinforcement for attempting to answer an academic task (e.g. “Great answer!” or “Good thinking.”)
Negatives for Behavior – any correction, consequence or feedback indicating a behavior was inappropriate (e.g. “Move your clip” or “Tina is not being responsible.” This includes taking away points or other items that result in loss of privileges, placement in time-out, or removal from the class.
Negatives for Academics – any feedback indicating the response to academics was incorrect (e.g. “No that’s wrong” or “No you are not listening”).
Data on ComplianceBased on 75 Classroom Observations from Pre-K
through High SchoolAverage 78% compliance with Alpha CommandsAverage of 40% compliance with Beta CommandsTeachers that averaged over 80% compliance used
Alpha commands an average of 87% of the timeTeachers that had at least 80% of commands being
Alpha Commands AND had at least 3 positives for every negative (ratio of 3:1 positives to negative) had an average of 93% compliance (range 88% to 100%)
So what does this mean?Teaching staff to use Alpha (effective commands)
and to provide ratio of 4 positives to every negative sets a good foundation for classroom management.
This involves a change in communication style of the adults (change in their behavior).
This does not cost anything and involves no additional time (no loss of instructional time).
Pyramid of Interventions
Tier 2 & 3
Types of Behavior DataFrequency – How often it happens
Use for things like hitting, getting out of seat, blurting out, swearing, turning in homework
Duration – How long does the behavior last? Use for things like remaining in seat, crying, tantruming, sleeping
in classInterval – Is it occurring at a certain interval?
Use for very high frequency behaviors such as blurting out, sitting in seat, working on a task, drumming on the desk
Latency – How much time elapses before the behavior is exhibited?Use for things such as beginning a task / following a direction
after a command is given, turning in completed work, stopping a misbehavior when redirected
Forms for Individual Student Data Collection (Forms in
Appendix)Behavior Calendar – used for frequency data
collection (not for long term data collection)ABC Checklist – use for behaviors that are not high
frequencyBehavior Report Card Generator (from Intervention
Central) – gets student involved and also used as part of the intervention
Classroom observation by someone else – gets a time sampling and is better for high frequency behaviors
Behavior Doctor – FBA ToolA free excel download to be used for collection and
analysis of behavior for Functional Behavior Assessment.
This instrument / tool is a bit more complicated and time intensive but useful for more difficult cases
www.behaviordoctor.org
ResourcesIntervention Central www.interventioncentral.orgBehavior Advisor http://www.behavioradvisor.com/ Discipline Help http://www.disciplinehelp.com/ Behavior Doctor http://www.behaviordoctor.org/
