Behavior Identification. Behavior Objectives Necessary Components –The learner –The antecedent...

Behavior Identification

Behavior Objectives

• Necessary Components– The learner– The antecedent condition(s) under which the

behavior is to be displayed– The target Behavior– Criteria for acceptable performance

Identify the Learner

Promotes individualization of instruction requiring the teacher to specify the targeted student or group of students

• Jimmy will …. (state action)

• Students in the back corner will …. (state action)

Identify the Antecedent

Description of the preceding activity, condition, or stimuli

Jimmy, when using the paint easel, will place his paintbrush on the paper and paint.

Debbie, when sitting at the table, will put her feet on the floor.

Kevin, when finished at the snack table, will stand, pick up his trash, and place it in the waste basket.

Identify the Target Behavior

What will the student be doing when the desired change is achieved? The words chosen should lead to behavior that is observable, measurable, and repeatable.

Good verbs: to mark, to remove, to put on, to sit

Poor verbs: to apply, to appreciate, to analyze, to understand

Identify Criteria

• Sets the standard for evaluation and defines what will be measured to determine completion of the desired behavior.

– Acquisition Criteria: four days our of five … on each occasion … completes 80% of work

– Duration Criteria: stay seated for 5 minutes– Latency Criteria: after waking up, will put on socks

and shoes within three minutes … within 60 seconds of bell ringing student will be in classroom

Behavior Observation

Measurement of Behavior

Preliminary Analysis of Student Behavior

Student: ________________________ Teacher: ____________________________Date: ___________________ Time Start: _______________ Time End: ___________Classroom Activity: ______________________________________________________

NotesAntecedent Behavior Consequence

Time

Frequency or Event Recording A simple count of the occurrence of a behavior during a specific time period.

– Should be used only when the target behavior is discrete, uniform in duration, and repeatable

– The observation periods per day may be fixed of variable

– The duration of each observation period may vary: when observation periods are equal in length data

may be reported as frequency when observation periods are not equal data is

reported as rate

Student: Mike Target Behavior: Hitting Others

Date: Time Start: Time End: Total Time: RATE

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Monday 9:30 10:45 75 min.

Tuesday 9:30 10:30 60 min.

Wednesday 9:40 10:30 50 min.

Thursday 9:35 10:40 65 min.

Friday 9:30 10:50 80 min.

.21

.20

.30

.14

.20

Charting Frequency and/or Rate

Mike's HittingFrequency

0

5

10

15

20

M T W R F M T W R F

Day of Week

Co

un

t

Mike's HittingRATE (Hits per

Minute)

0

0.1

0.2

0.3

0.4

M T W R F M T W R F

Day of Week

Rat

e o

f H

itti

ng

Duration Recording Used when the teacher/researcher is interested in the amount of time a student engages in a specific behavior

– Total duration: total amount of time a student is engaged in a specific behavior over a constant period of time

– Average duration: average amount of time a student is engaged in a specific behavior over a variable amount of time

12

3

6

9

1

2

4

57

8

10

11

Student: Mike Target Behavior: Out of Seat

Date: Time Start: Time End: Total Time: RATE1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19


1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19




Monday 9:30 10:45 95 sec

Tuesday 9:30 10:30 55 sec

Wednesday 9:40 10:30 170 sec

95/7= 13.5

55/6= 9.2

170/10= 17

20 10 5 5 10 30 15

20 10 5 5 10 5

10 5 60 20 10 5 5 10 30 15`

Total Time and Average Time

Mike's Out of SeatTotal Number of

Seconds

0

50

100

150

200

M W F T R

Day of Week

To

tal

Tim

e

Mike's Out of SeatAverage Number of

Seconds

0

5

10

15

20

Day of Week

Avg

. N

um

ber

S

eco

nd

s

Graphing Two Variables

Mike's Out of SeatNumber of Times and Avg. Lenght of Time

0

5

10

15

20

M T W R F M T W R F

Day of Week

Avg

. T

ime

& T

ot.

N

um

ber

Avg. Time Total Number Line 3

Interval Recording

Division of a specific observation period into equal intervals of smaller time periods

– the observer simply indicates whether the target behavior occurred (+) or did not occur (-) during each interval

– exact frequency is not recorded– relies upon a sampling effect and gives

estimates of behavioral occurrence

12

3

6

9

1

2

4

57

8

10

11

Student: Mike Target Behavior: On Task Subject Area: _____Reading________________

Interval Length: ______30 sec.________

Date: Time Start: Time End: Total Time: TOTMonday 9:30 9:40 10 min.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

+ - - + + + - - - - + + - - + + + + - -

:01 :02 :03 :04 :05 :06 :07 :08 :09 :10

SUMMARY of Interval Recording

Total number of intervals 20Intervals target behavior occurred 10Percentage of intervals 50%

Time Sampling

Division of a specific observation period into equal intervals of smaller time periods

– the observer simply indicates whether the target behavior is occurring (+) or not occurring (-) at the END of the interval only

– exact frequency is not recorded– relies upon a sampling effect and gives estimates of behavioral

occurrence– longer observation periods are possible since the observer does

not have to constantly "look" at the student

12

3

6

9

1

2

4

57

8

10

11

Student: Mike Target Behavior: On Task Subject Area: _____Reading________________

Date: Time Start: Time End: Total Time: TOTMonday 9:30 10:00 30 min.

SUMMARY of Sampling Recording

Total number of intervals 30Intervals target behavior occurred 12Percentage of intervals 40%

1 2 3 4 5 6 7 8 9 10

+ - - + + + - - - -

11 12 13 14 15 16 17 18 19 20

+ - - + + + - - - -

21 22 23 24 25 26 27 28 29 30

+ - - + + + - - - -

Data-Collection Procedure Selection

Responding at a high rate, and time to observe and record are no problem

Time Sampling

Short in duration and interested in rate or frequency Event Recording

Continuous or very rapid, and teacher interested in length of occurrence

Duration Recording

Occurring almost continuously or at a high rate, and teacher interested in both duration and frequency

Interval Recording

Emitted after a specific cue or stimulus event, and teacher interested in length of time between specific stimuli and response

Latency Recording

Indicative of accuracy or mastery, and teacher is interested in level of correct or incorrect

Percent Recording

Emitted in conjunction with a physical prompt or verbal cue: teacher is interested in level of assistance needed to maintain present level of responding

Levels of Assistance Recording

Berdine, W.H. & Cegelka, P.T. (1980). Teaching the Trainable Retarded. NY: Charles E. Merrill. P. 116

Guidelines for adjusting frequency of data collectionKerr and Nelson (1983)

Use session by session (one or more daily) recording when student progress is rapid through small-step sequences

Use daily recording when student behavior fluctuates and daily program adjustments are needed

Use daily recording when the daily porogress of the student is needed for intervention modifications

Use biweekly or weekly probes when student progress is slow

Use biweekly or weekly probes when general monitoring of behavior is needed and frequent program adjustments are not needed

Use biweekly, weekly, or monthly probes when evaluating maintenance or generalization of previously mastered skills

UPWARD Observation System

SPED 638

No Instruction Lecturing Modeling / Demonstration

Explanation / Discussion

Questioning Prompting

Listening Structuring / Directing

Monitoring / Supervision

Testing Preparation Can't Tell

Category: Teacher Instruction Activity

Definitions: Instructional Activity

No Direct Instruction

– The teacher is not engaged in an instructional activity.

– Examples: Teacher is: not in room waiting while the class is in transition from one

academic content area to another reading the newspaper socializing with another teacher or talking to the

principal about the school fair telling a joke that is not related to the content of the

instruction grading papers returning homework papers


Lecturing

– The teacher is presenting content specific information orally. An informative talk that is characterized by being prepared prior to the recitation.

– Example: The teacher is presenting to the class a description of

the social climate of Philadelphia during the writing of the U.S. constitution

The teacher is talking to the class about the role of Christian missionaries in the loss of the Hawaiian culture


Modeling or Demonstration

– Modeling and demonstration share a common feature in that they both require the teacher to display desired student performance.

– Example: The teacher solves a long division problem on the

blackboard as a part of her presentation on long division techniques

The teacher demonstrates nonverbal communication cues during an affective education unit by spitting on the floor.

Definitions: Instructional Activity Explanation or Discussion

– An explanation is when the teacher is providing information concerning the substance (content) of an instructional task because one or more students have expressed a need for the information. The teacher's talk is not about the structure or directions for performing the task unless the directions are the substance of the instruction.

– A discussion is defined as either a sharing of information in a didactic form (teacher-student) or a slow paced question-answer session. The content of the discussion must be on content specific information, that is, on the subject of instruction.

– Example When a teacher explains that the carry digit in a multiplication

problem must go to the digit immediately to the left of the multiplication in response to a question from a student.

When the teacher is informing students that they should do problems 1-6 for homework - this is not relevant to the content

TeacherBehavior

Teacher Name: _______________________ Student Name: _______________________

Class Activity ________________________________

Time Begin: ____________ Time End ____________Time Increment: ________

Time PeriodNo InstructionLecturingModeling / DemonstrationExplanation / DiscussionQuestioning

1.2.3.4.5.6.7.8.9.

10.11.12.

PromptingListeningStructuring / DirectingMonitoring / SupervisionTestingPreparationCan't Tell

1 5 10 15 20 25 30 35 40 tot %

1 5 10 15 20 25 30 35 40 tot %

1 5 10 15 20 25 30 35 40 tot %

StudentBehavior

1. Jim - OFF-TASK2.3. Bill - OFF-TASK4.5.6.7.

Behavior Identification. Behavior Objectives Necessary Components –The learner –The antecedent...

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