SE656: POSITIVE BEHAVIOR SUPPORTS IN THE CLASSROOM
Instructor Guidance
Week 3
Welcome to Week Three of ESE 656: Positive Behavior Supports in the Classroom!
Please be sure to review the Week Three homepage for this course to see:
· The specific learning outcomes for the week
· The schedule overview
· The required and recommended resources
· The introduction to the week
· A listing of the assessments
Next, be sure to read this entire Instructor Guidance page.
Overview
Knowledge gained in Weeks One and Two prompted you to consider how challenging behavior can change over time and how culture and environment can play a rolle in challenging behavior. This week you will being to work on data collection techiques that can be used during observations of challenging behaviors. Morespecificly, you will be reviewing different types of data that can be used and data collection methods.
Intellectual Elaboration
Data Collection Think about all the decisions you make throughout the year; they may include what kind of car to buy, where to rent your next apartment, what are the best apple-making pies, or what is the best breed of dog for my current lifestyle? In any of these cases you collect oodles of data to make an informed decision, try out the decision using the data, and then either stick with the plan or make a new plan based on the outcome. The same can be said of behavior modification. You determine the behavior you want to change; you start collecting data about the: when, where, why, how, and for what purpose; and then you devise a plan to change it based on the information available. Finally, you try out the plan and hope for the best. Sometimes it works
and sometimes it doesnt
but either way it will need to be revisited for updating and revising. This video (Links to an external site.) by Dr. Mac is an excellent review on data collection. Measuring Behavior Behavior can be observed and documented based on units of measurement (Alberto & Troutman, 2013). The dimensions of behavior that can be measured are frequency, rate, duration, latency, force, locus, and topography. The dimension of behavior measured is dependent on the information the observer needs to track for any given behavior. Sometimes needing to know how often a behavior occurs is the priority; other times knowing how long a behavior occurring takes the priority.
Dimensions of Behavior
Frequency
The number of times a student engages in a behavior (e.g., Number of occurrences, Percentage, etc.)
Rate
The frequency of the behavior (see above) divided by a specified amount of time (e.g., Number per minute, Times per day, Percentage per activity, etc.)
Duration
Measurement of how long a student engages in a behavior (e.g. Time from the start of the behavior until the student stops engaging in the behavior)
Latency
Length of time between instructions to perform a behavior and the occurrence of the behavior (e.g., How long it takes for the student to respond)
Others: Force, Locus, Topography
These dimensions give us more information about a behavior, but are not typically used as the primary measurement:
Force: Intensity of behavior
Locus: Where the behavior is occurring
Topography: What a behavior looks like
Targeting a Behavior for Change First we must define the behavior using clear, observable and measurable terms. If someone else were to read your definition, they should be able to recognize the behavior with accuracy. There are five components of a full definition (see below). The definition includes the behavior that will be measured. A behavioral objective also contains 5 components (see below). A behavioral objective should indicate the behavior that is to be changed.
Drafting Observable Definitions and Objectives
Behavioral Definition
Behavioral Objective
1. Descriptive name of the target behavior
2. General definition of the target behavior
3. Critical components of the target behavior
4. Typical examples of the target behavior
5. Non-examples or questionable instances of the target behavior
1. Individual
Identify the exact learner
2. Behavior
Identify the specific target behavior
3. Conditions
Identify the conditions (where, when,
how) under which the target behavior will occur and be scored
4. Criteria
Identify the level of acceptable performance
5. Closure
Identify how long the behavior must be performed for mastery
Collecting Data Data are collected in a variety of ways. Anecdotal reports can be helpful to provide detailed information. Permanent products work well for documenting many skills, from academics to productivity to self-help skills. Observational data collection provides objective comparisons of progress on specific behaviors and skills. The type of observational data collection system selected will depend on the dimension of behavior you wish to measure.
Data Recording System
Description
Dimensions Measured
Event Recording
Recording each instance of a behavior
Frequency; Rate
Duration Recording
Recording the length of time the behavior occurs, each time it occurs
Duration
Latency Recording
Recording the time between the antecedent stimulus (i.e., instruction, question, etc.) and the start of the behavior, each time
Latency
Interval Recording
During an observation session broken into equal time intervals, recording whether the behavior occurred at all within each interval or not
Approximations or Estimations of Frequency; Rate; Duration
Time Sampling
During an observational session broken into equal time intervals, recording whether or not the behavior is occurring or not at the moment the interval ends
Approximations or Estimations of Frequency; Rate
Data recording systems measure the dimension of the behavior and any additional information that might be necessary for the student or the teacher to track. The form should be easy to use within the classroom and include observational data that can be graphed and analyzed to determine progress (see the example below). ABC (Antecedent/ Behavior/ Consequence) There are many different behavioral approaches when working on modifying or changing a childs misdirected behavior but they all stem from the same factors. Whether data is taken from a developmental assessment, a functional needs assessment or ABC chart, each approach serves to assist the child with learning to modify the behavior by asking the questions needed to understand why the behavior occurs and what happens as a result. In any approach, a first step is to observe the child and collect data to create a baseline. Baseline is performance or the condition under which an individual is performing prior to intervention or a change in intervention (Cooper, Heron, & Heward, 2007; Tawney & Gast, 1984). When observing a behavior that is challenging to a family the specialist will gather information that can assist with the familys concerns. This information may include a description of the behavior, when it occurs, what happened prior to the behavior, and the family response. All these components are factors of ABC analysis. The ABC approach to behavior analysis can be very useful in determining negative behaviors that need to be decreased in young children. A is for antecedent, which is the condition(s) before a behavior occurs, or what happened before; B is the behavior; and C is the result of the behavior or consequence. All these factors lead to a behavioral modification approach called applied behavior analysis (ABA). Professionals often use ABA when working with children using the ABA approach especially with children diagnosed with Autism Spectrum Disorder (Alberto & Troutman, 2012). The focus of applied behavior analysis is to modify observed behaviors, this approach uses environmental factors to modify or decrease the targeted behaviors. Behavioral responses can be changed when you focus on the antecedent which is what happened before the behavior occurred (Alberto & Troutman, 2012). Once all observations and data are collected they can use this information to develop and implement a behavioral plan that can be used by providers/teachers, families, and other involved adults. For more information on the ABC approach to analyzing behavior, watch the YouTube in the Critical Reflections section below. It is a powerful method that can be very effective in the right circumstances. It also requires specialized training. As you watch the video below on the ABCs of Behavior and as you watch, reflect on the following questions:
· Can you relate to a personal experience in which you observed all three components of the ABCs of behavior?
· What types of assessments do you prefer when observing childrens behavior?
· When the antecedent of a challenging behavior is discovered, how would you address the issue?
· How will you address this issue with the childs family?
Single Subject Design and Behavior Change Data collection in the classroom allows educators to systematically assess the performance and teaching strategies used within their classrooms. This is a type of applied or action research. When conducted systematically, teaching strategies might follow specific single subject research designs. The term single subject can be misleading. It does not necessarily imply that these research designs are used for only ONE research participant. Single subject research refers to the dependent and independent variable of the study being focused within the participants (e.g. students of special education), comparing baseline performance of the behavior of the same individual to their performance under an intervention (e.g. teaching strategy) to determine its effiectiveness (Cooper, Heron, & Heward, 2007). This process is then replicated in other participants, behaviors, and locations to establish reliability and validity. There are several types of single subjects designs used to establish the effectiveness of a particular intervention. The most common used in a classroom are Basic Single Subject Designs (i.e. Teaching Design), Withdrawal/Reversal Designs, Alternating Designs, and Multiple Baseline Treatment Designs.
Example: Basic Single Subject Design
Example: Reversal Design
Example: Alternating Treatments Design
Example: Multiple Baseline Design
All these research designs involve first collecting baseline data and looking at the performance of behavior over time. Baseline conditions are indicated with an A, while treatment or intervention conditions are indicated with a B (or C for multiple treatments). The following table summarizes some of the designs mentioned, along with their baseline and treatment conditions (A/B/C) and their uses or limitations:
Single Subject Design Type
Conditions
Uses
Basic Single Subject Design or Teaching Design
AB
Ease of use, limited control
Withdrawal Design
ABA
Some behaviors should not have a treatment removed or the effects of some treatments are not reversible
Reversal Design
ABAB
Some behaviors should not have a treatment removed or the effects of some treatments are not reversible
Multiple Baseline Design
AB/ABA/ABAB repeated across participants, settings, or variables in a staggered fashion
Provides more control over extraneous variables
Alternating Treatments Design
ABCBCB
Compares multiple treatments concurrently
For more information on each of these research designs, there are excellent basic summaries provided by the Wing Institute: http://www.winginstitute.org/evidence-based-education-understanding-research (Links to an external site.)
Closing Remarks
Educators assume collective responsibility for student outcomes. At the heart is the belief that a team of teachers working together can achieve more than one teacher working alone. So, rather than expecting a single classroom teacher to know everything thats necessary to respond to every students needs, teachers work together to identify the needs and determine the response. Through observation and working to collect data together we can create a more holistic picture of challenging behaviors and why/how and when they occure.
Assessment Guidance
This section includes additional specific assistance for excelling in the discussions and assignment for Week Three beyond what is given with the instructions for the assessments. If you have questions about what is expected on any assessment for Week Three, contact your instructor using the Ask Your Instructor discussion before the due date. Discussion 1: Types of Data In this discussion, you will identify data collection tools appropriate for student observations. As you complete this discussion think about the ABC analysis tool. Be as specific and use operational terms when selecting the three data collection tools you would use to obtain observational information. Discussion 2: Student Initiated Discussion Thread Two This discussion is your opportunity to interact with your classmates at a scholarly level regarding any of the Week Three topics. Your discussion may be generated from any topic, instructional material, resource, or assignment through this weeks content. However, just like in Week Two, keep in mind that the topic needs to be aligned to the weekly learning outcomes which are specified at the beginning of this week. Journal: Observation This journal assesses your ability to view behaviors in action. After watching the video you will fill in the recording sheet. You will then provide a paragraph discussion on the observed behavior and the next steps you would take as the special education professional.
References
Alberto, P. A., & Troutman, A. C. (2012). Applied behavior analysis for ECEC teacher/providers (9th ed.). Columbus, OH: Merrill.
Alberto, P.A. & Troutman, A.C. (2013). Applied behavior analysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson.
Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd ed). Upper Saddle River, NJ: Pearson.
Tawney, J.W. & Gast, D.L. (1984). Single subject research in special education. New York, NY: Merrill.
Recommended References
Fay, J. & Fay, C. (2000). Love and logic magic for early childhood. Institute:Golden CO.
Gartrell, D. (2006). A guidance approach for the encouraging classroom (4th ed.). Albany, NY: Thomson Delmar Learning.
Kaiser, B. & Rasminksy, S. J. (2012). Challenging behavior in young children (3rd ed.) Upper Saddle River: Pearson Education, Inc
Kostelnik, M., Whiren, A., Soderman, A., Stein, L., & Gregory, K. (2005). Guiding childrens social development (5th ed.). Albany, NY: Thomson Delmar Learning
McIntyre, T. (n.d.). Why are you doing that? (Links to an external site.). Behavior Advisor. Retrieved from www.behavioradvisor.com/WhyKidsMisBehave.html
McIntyre, T. (n.d.). Changing home behavior for the better: Some quick tips (Links to an external site.). Behavior Advisor. Retrieved from behavioradvisor.com/ParentStrategies.html
McIntyre, T. (n.d.). Behavioral recording (Links to an external site.). Behavior Advisor. Retrieved from www.behavioradvisor.com/BehRecord.html
Nelson, J. (2014). Eighteen ways to avoid a power struggle (Links to an external site.). Retrieved from http://www.positivediscipline.com/articles/power.html
Nelson, J., Erwin, C., & Duffy, R. (2007). Positive discipline for preschoolers. New York: Three Rivers Press.
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