MU Center for SW-PBSCollege of EducationUniversity of Missouri

MO SW-PBS Tier 3 Advanced Training

Collecting Observational Data

MU Center for SW-PBSCollege of EducationUniversity of Missouri

MO SW-PBS

Working AgreementsBe Respectful• Be an active listener—open to new ideas• Use notes for side bar conversations

Be Responsible• Be on time for sessions• Silence cell phones—reply appropriately

Be a Problem Solver• Follow the decision making process• Work toward consensus and support decisions of the group

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Attention Signal Practice

• When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction

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Introductions

Inquiring Minds:• Take an index card and put a question on it

you like to know about others. (I.e. What do you like to do on a free Saturday? What are you most proud of? Etc.)

• Partner up. Ask the other person your question then trade cards

• Partner up again and ask your new question

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Outcomes

• Collecting observation data• Determine method to collect (paper, apps,

permanent products)

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Purpose of Observation

• To collect baseline data• Progress monitor

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Why collect baseline data?

• To determine current level of behavior• To determine amount of change after

implementing an intervention• May assist in determining function of behavior

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When & Where to Observe

• Contexts with high probability of problem behavior

• Contexts with low probability of problem behavior

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Before the Observation

• Operationally define the problem behavior• Location and time of observation based on

page 2 of Adapted FACTS• Determine type of recording system• Event based• Time based

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During the Observation1. Always start with recording the Problem

Behavior for baseline data. Begin by recording replacement behavior for ongoing monitoring.

2. Check the activity/task occurring in class.

3. Check the Antecedent that occurs before the behavior.

4. Check what happened immediately after the behavior occurred in the Consequence box.

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Steps for Collecting Baseline Observation

1. Clearly define behavior2. Determine simplest and most accurate way

to collect data3. Collect data4. Summarize and/or graph results5. Use data to make decisions

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Step 1: Clearly Define Behavior

• Must be observable and therefore measureable:• What does it look like?• When/where does it typically happen?• Can you count it (frequency), determine how long

it lasts (duration), how long before it happens (latency), or intensity?

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Examples

• On task= student is looking at teacher when they are speaking, putting pen to paper if doing seat work, or contributing actively if working in a group

• Talking out= student makes comment before first being acknowledged by the teacher

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Non-examples

• Suzy is out of control• Johnny continually talks out• Sally is inappropriate with peers• Jimmy is defiant with teachers

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Activity

• Clearly define:• Out of control• Talking out• Inappropriate with peers• Defiant with teachers• Physically aggressive

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Step 2: Determine simplest way to collect data

• Types of recording:• Event-based recording• Time-based recording

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Event-Based Recording

• Frequency recording• Count occurrences of behavior in a specified time

frame• Best for behaviors that have a definite beginning

and ending of similar duration and low frequency• Standardize the time frame of observation for

most accurate summarization

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Event-Based Recording

• Duration• Record the length of time a behavior occurs• Best for behaviors occurring for more than a few

seconds (e.g. temper tantrums, out of seat, off task)

• Easiest to use a stop watch – start it when behavior begins and stop it when behavior ends

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Event Recording Practice

• Youtube.com video – Selective attention test• Using the event recording form, count the

number of times the ‘white team’ passes the ball.

Event Recording Form

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Time-Based Recording

• Requires a timer• Provides only an approximation of behavior• Requires less teacher time• Can account for behavior of various lengths• The shorter the interval of recording, the

more accurate the data

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Time-Based Recording

• Partial interval recording – Behavior is recorded if it occurs during any part of the interval.

• Whole interval recording- Behavior is recorded only if it occurs the whole interval.

• Momentary interval recording- Behavior is recorded if it occurs the moment the interval ends.

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Time-Based Recording

• Partial Interval Recording• When to use – behaviors occur occasionally or at a

low rate.• How to use – Behavior is recorded if it occurs

during any part of the interval. Interval is adjusted based on the usual or hypothesized amount of time the behavior occurs.

• Disadvantage - Tends to over estimate occurrences (which increases as the interval increases).

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Time-Based Recording

• Eddie• Use the Partial recording form to record

behavior

Partial Interval Recording Form

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Time-Based Recording

• Whole Interval Recording• When to use - Best for behaviors of long duration

(interval should be set at the shortest observed occurrence of the behavior).

• How to use - The behavior is recorded only when it has occurred the entire interval.

• Disadvantage - Tends to underestimate the behavior.

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Time Based Recording

• Eddie• Use the Whole recording form to record

behavior

whole Interval Recording Form

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Time-Based Recording

• Momentary Interval Recording• When to use - Best with behaviors that are

sporadic but at high rates.• How to use - Observer looks at student at the end

of each interval to record if behavior is occurring at that moment.

• Disadvantage - Tends to underestimate behavior (the smaller the interval the more accurate).

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Time Based Recording

• Eddie• Use the Momentary recording form to record

behavior

Momentary Interval Recording Form

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Discussion

• Look at results of the three time based recordings completed• How did the results differ?• How will you take this into consideration when

evaluating student data?

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Behavior Defined

Are you able to monitor continuously?

Event Recording

(tally)

Interested in

frequency or rate

Duration recording

Interested in length of

time a behavior

occurs

Choose one

NoYes

Choose one

Results in a permanent

product

Permanent product

Low frequency behavior

Partial interval

High frequency behavior

Whole interval

High frequency less time

Momentary interval

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Step 3. Collect Observational Data

• Collect during a context where the behavior is likely to occur

• Collect for a standard amount of time• Collect 3 to 5 times or data points for baseline• Collect after intervention has been

implemented during the same context on a regular schedule*

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Frequently Asked Questions

• What if the behavior doesn’t occur while I’m there?

• Where do I sit when I enter the room?

• What if the student or students ask why I am there?

• How many times should I observe the student in the routine?

• For what period of time should I observe?

(Loman & Borgmeier, 2010, p. 46)

FBA Observation: Frequently Asked Questions

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Discussion

• Using a student in your building with problematic behavior• Define behavior• Choose a method of recording• Determine best time of day to observe (how will

you determine this?)• What form will you use?

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Step 4: Summarize and/or graph results

• Convert each observation to a single data point on a graph

• Each point may represent an actual number or a percentage

• Graphing allows for easy visual inspection

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Graph Components

• Abscissa (horizontal) = Time• Ordinate (vertical) = Behavior • Title (Student Name & Intervention)• Data points • Phase Lines

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Time

Beha

vior

Baseline Intervention

Title = Student Name & Intervention

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Graphing Conventions

• Connect all CONSECUTIVE data points• DO NOT connect non consecutive data points• DO NOT connect data points across phase lines• Label all phases, axises

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Lines of Progress

Used to assist in Decision Making• Trend Lines• Aides in determining direction of progress• Aides in determining approximate time to goal

• Goal/Aim Lines• Indicates desired level of improvement

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Step 5: Use Data to Make Decisions

• Use baseline to determine if behavior is problematic

• Use baseline to compare to intervention data to determine effect of intervention

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Progress Monitoring Strategies

• Evaluate the effects of interventions by comparing baseline data to data during intervention.

• Use simple data collection strategies to monitor the student’s response to the behavior intervention plan.

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Simple Monitoring Strategies

• Collect and organize completed work or track assignment scores recorded in each class

• Daily Progress Report• Office Discipline Referrals• Track Classroom Minor Behavior Referrals• Develop observation schedule• Self-Monitoring

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Monitoring Strategies

• Graph results daily• Review at least weekly• Report results on a regular basis to Action

Team members• Celebrate successes!• Adjust plan as needed

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Using Permanent Products to Monitor

• Permanent product• Grades• Absence/tardy records• Tasks • Assignments

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Permanent Product Monitoring

• Record the percentage of assignments completed to criteria

• Examples: • Student was given 10 assignments. Student

completed 7 to the criteria of passing (65%). Therefore a 70% would be graphed for his daily progress

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Permanent Product Monitoring

• Permanent product considerations:• Does not give us information concerning

antecedents or consequences which may be affecting the behavior

• Limited use - May only be used with those behaviors that result in a permanent product

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DPR or Self-monitoring

• Convert number of points possible to a percentage and graph results daily

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Minor Discipline Referrals as Progress Monitoring

• Graph the number of daily minor referrals. Do not convert to percentage. Compare actual number

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Discussion

• Using the same student in your building from previous discussion• What monitoring method will be used to

determine progress?• How will it be graphed?• How often will it be graphed?

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Reminders for Progress Monitoring• If student has positive response• When will you add a skill or change goal?• When will you begin to fade or graduate?

• If student has questionable response• Check for fidelity of implementation• Consider modifying or intensifying intervention

• If student has negative response• Check for fidelity of implementation• Reteach or teach prerequisite skill• Revisit function

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Behavior Snap

• A multimodal behavior observation tool created by school psychologists to identify the frequency, duration, and function of behaviors of interest for use on the iPad.

www.behaviorsnap.com

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Time Saving Advantages• Provide clear behavioral information for data-driven

decision making• Compile data into meaningful and easy to read

graphs with the touch of a button• Produce graphs in PDF format to share by email with

parents, teachers, and administrators• Copy and paste graphs into BIPs or reports with ease• Utilize four different behavior observation tools in

one app: Interval, ABC, Frequency, and Duration Observations

www.behaviorsnap.com

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Uses of Behavior Snap

• Identify and target specific behaviors of concern

• Determine antecedents and maintaining consequences of problem behaviors

• Gather behavioral data for FBA• Develop behavior intervention plans• Write and track BIP goals and objectives• Monitor the efficacy of BIP• Track behavior across environments

www.behaviorsnap.com

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Features of Behavior Snap

• Allows for multiple behaviors to be counted simultaneously within one direct observation

• Customizable for individual students (saves write-in values by student)

• Quick start function that allows the user to begin an observation immediately, entering pertinent student identification information at a later time

• Sophisticated design and meaningful graphs• Confidentiality measures that adhere to

professional ethical standardswww.behaviorsnap.com

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See Behavior Snap in Action!

www.behaviorsnap.com

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Interval Recording

www.behaviorsnap.com

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Frequency Recording

www.behaviorsnap.com

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Duration Recording

www.behaviorsnap.com

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Discussion

• Discuss with your team the usability of Behavior Snap• What is your current method for recording

observational data• Is this an app your school might consider using?• How can you take the information presented and

use it to improve your Tier 3 implementation?

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SCOA Data Collection Tool

• Download SCOA application through iTunes to a compatible device. • iPhone, iPad or iTouch• $2.99

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SCOA Data Collection Tool

• Includes variables of effective instruction for teacher and students• Additional variables may be added• Provides duration and frequency data

• Data can be exported into excel for calculations, analysis, and/or graphing

• Facilitates repeated observations and on-going monitoring

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SCOA Data Collection Tool

• Collects information at multiple levels • Whole school characteristics• Teacher characteristics • Individual student behaviors

• Observation data can inform general school dynamics, teacher practices, change over time, and/or relationships among teacher and student behavior.

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SCOA Data Collection Tool

• Variables are programmed and ready for use.

• Include 4 categories:• instructional variables, • teacher observation variables, • student observation variables, and • custom variables

• Manual includes a definition of each variable• Overall timer that is set to desired length of

observation

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SCOA Data Collection Tool

• Instructional Variables (duration)• Independent work• One on One• Small Group Peer• Small Group Teacher• Whole Group

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SCOA Data Collection Tool

• Teacher Variables• Not Teaching• Teaching• Acknowledge• Direction• Get Attention

• OTR-Group• OTR-Individual• Correct Negative then

Positive• Negative Feedback• Positive Feedback

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SCOA Data Collection Tool

• Student Variables • Student Off-Task• Down Time• Student Active Engagement• Student Passive Engagement• Disruptions (frequency)

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SCOA Data Collection Tool

• Information During Coding

• For questions about codes during an observation press the italics “i” to the left of the code.

• This will bring up a definition of the code.

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SCOA Data Collection Tool

• Choose the type of observation to collect:

• OBSERVE WHOLE CLASS WITH TARGET STUDENT

• OBSERVE WHOLE CLASS WITHOUT TARGET STUDENT

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SCOA Data Collection Tool

• OBSERVE WHOLE CLASS WITH TARGET STUDENT:

• Still includes teacher and instructional variables, but also provides option to record student engagement variables for an individual (target) child during the observation.

• off-task, down time, active engagement, passive engagement, disruptive,

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SCOA Data Collection Tool

• OBSERVE WHOLE CLASS WITHOUT TARGET STUDENT

• Collects information on instructional variables• independent work, one on one, whole group etc.

• Collects information on teacher variables• OTR, negative feedback, positive feedback etc.

• Individual student variables not included

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SCOA Data Collection Tool

• Walkthrough Observations

• Allows user to collect frequency of an observed topic throughout the building.

• The options with this collection type include • YES- observed, • NO-not observed, or • NA-not applicable.

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SCOA Data Collection Tool

• At the end of the session, the device will prompt you to: • enter Quick Notes• Provide Level of Student Engagement (if there is

no target student) using a sliding scale (0% -100%) • SAVE

• If you choose to end a session before the timer, press SAVE

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Discussion

• Discuss with your team the usability of SCOA• What is your current method for recording

observational data• Is this an app your school might consider using?• How can you take the information presented and

use it to improve your Tier 3 implementation?

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Action Plan• Goal: Establish a System of Support for

Individual Students: Functional Behavior Assessment (FBA)• Action Step:

• System for assigning and completing Observations

• Goal: Establish a System of Support for Individual Students: Behavior Intervention Plans (BIP)• Action Step:

• Identifying monitoring strategies

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References

• Scott, T., Anderson, C., Alter, P., Managing Classroom Behavior Using Positive Behavior

Supports

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Next Session:T3 Session 3 Environmental

Interventions Jan. 22, 2016

EdPlus Building AnnexThings to Bring:

Laptop, workbook, action planMO SW-PBS

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Contact Information:Dr. Deb Childs

childsde@Missouri.edu636/373-1533