ConnectingdatatoBehaviorIntervention-HartfordPublic.pptVIP

Connecting Data Collection to the Behavior Intervention Plan Hartford Public Schools Special Education Department 2006-2007 Three Ps… Purpose: To demonstrate ways to collect data, maximizing the effectiveness of the BIP; Process: pre-test/post-test; hand-outs, case study situations, Q A; Pay-off: Educators will develop skills in collecting data to increase appropriate behavior while monitoring the effectiveness of the BIP; Pre-test: True or False? 1. Most behaviors can be recorded and analyzed. 2. Most behaviors have a purpose. 3. Two types of data collection are anecdotal and frequency counting. Basic Questions to Ask 1. When is the student engaging in the problem behavior? 2. What events or factors contribute to the behavior? 3. What is the student communicating through the behavior? 4. When is the student most successful and not engaged in the problem behavior? Three Categories of Behaviors Passive: Fear of Relationships and Fear of Failure Aggressive: Hostile, Oppositional, Covert Attention: Hyperactive, Inattentive Functions of Behavior To obtain or get: Attention Power Control To escape or avoid: Work Consequences Responsibility Feeling Anxious To control: Antecedent Stimuli To obtain or reduce: Sensory stimulation To get help: Learned Helplessness Antecedents, Behaviors and Consequences Antecedent / Situation What occurred just BEFORE the behavior? Problem Behavior What did the student do? Describe actions. Consequence What did the staff do? What happened immediately after the behavior? Case Study: Juan Read Discuss ABC’s with colleague or small group near you Record the antecedent and consequence only on attached chart Present to group Data Collection Made Easy Anecdotal: Telling the Story Frequency: Counting Behaviors using paper clips, tally marks, or graphs ANECDOTAL RECORDING: description of behavior and the events surrounding that behavior Who: professionals and peers What: identifies and defines the behavior targetedWhen: time,