Behavioral Data

Collection and AnalysisPresented by David Walker MS, LCSW

January 14, 2010

Why collect data?

• If a student doesn’t know how to read…– we teach.

• If a student doesn’t know how to swim…– we teach.

• If a student doesn’t know how to multiply…– we teach.

• If a student doesn’t know how to behave…– we punish? John Herner

Why collect data?

• In order to teach a skill, we need to assess current functioning.

• We already do this with reading & math.• DIBLES, reading readiness • Math placement tests• Behavior skills are no different.• We have to know where we are before we

can know where we are going.

Why collect Data?

• Functional Behavior Assessment• Process that uses data to…• identify patterns in the student’s behavior..• and the purpose and function of the

behavior

FBA

• Required for an ED evaluation • Required if behavior is a manifestation • May be required even if no manifestation• Required if Interim alternative educational

setting (weapons/drugs/serious bodily inj)• A complete assessment of the function of

behavior can help identify appropriate interventions

FBA

• It is not possible to conduct a Functional Behavior Assessment without collection of data.

What to collect?

• Be sure we are collecting data on the student – not our response to the student.

• The number of office referrals measures staff response to behavior.

• Progress on a level system is often a reflection of staff consistency and tolerance – not a clear illustration of student behavior

M.O.S.T. data

• Measurable• - the data collected must be measurable

– How many times does the behavior occur?

2:00 – 2:45(Science)

1:20 – 2:00(Related Arts)

1:00 – 1:20(Recess)

x12:15 – 1:00(Social Studies)

xx11:30 – 12:15(Language Arts)

10:50- 11:30(lunch)

xxx10:20- 10:50(library)

x10:00 – 10:20(recess)

xxxx9:15 – 10:00(Reading)

8:30 – 9:15(Math)

x8:00 – 8:30(journal)

7:00 – 8:00 (Bus)

Throwing objects

Talking w/o permission

CursingUnwanted touching

2:00 – 2:45(Science)

1:20 – 2:00(Related Arts)

1:00 – 1:20(Recess)

12:15 – 1:00(Social Studies)

11:30 – 12:15(Language Arts)

xxxxx10:50- 11:30(lunch)

xxx10:20- 10:50(library)

10:00 – 10:20(recess)

9:15 – 10:00(Reading)

8:30 – 9:15(Math)

8:00 – 8:30(journal)

xxxx7:00 – 8:00 (Bus)

Throwing objects

Talking w/o permission

CursingUnwanted touching

M.O.S.T.

• Observable – a stranger should be able to see the behavior being measured.

• “Poor attitude”, “disruptive”, “hateful” are descriptions of behavior but do not reflect the actual behavior.

• Much is left to interpretation.

M.O.S.T.

• Specific – WHAT did the student do?– Threw paper, spoke without raising hand,

used the word “#%&$”, – WHERE was the student when the behavior

occurred? • “3rd period Gym class” vs “unstructured time”• Math class, reading block• Lunch room? Recess? Adult supervision?

M.O.S.T.

– Timing– WHEN did the behavior occur?

• AM/PM, Monday vs Friday?, • Before meds / after meds?• After lunch (sleepy?) • Before lunch (hungry?)• Every other Monday (adjustment to parent visits?)

I now have data!

• Now what do I do with it?

2:00 – 2:45(Science)

1:20 – 2:00(Related Arts)

1:00 – 1:20(Recess)

12:15 – 1:00(Social Studies)

11:30 – 12:15(Language Arts)

10:50- 11:30(lunch)

10:20- 10:50(library)

10:00 – 10:20(recess)

9:15 – 10:00(Reading)

8:30 – 9:15(Math)

8:00 – 8:30(journal)

7:00 – 8:00 (Bus)

Throwing objectsTalking w/o permission

CursingUnwanted touching

2:00 – 2:45(Science)

1:20 – 2:00(Related Arts)

1:00 – 1:20(Recess)

x12:15 – 1:00(Social Studies)

xx11:30 – 12:15(Language Arts)

10:50- 11:30(lunch)

xxx10:20- 10:50(library)

x10:00 – 10:20(recess)

xxxx9:15 – 10:00(Reading)

8:30 – 9:15(Math)

x8:00 – 8:30(journal)

7:00 – 8:00 (Bus)

Throwing objects

Talking w/o permission

CursingUnwanted touching

2:00 – 2:45(Science)

1:20 – 2:00(Related Arts)

1:00 – 1:20(Recess)

12:15 – 1:00(Social Studies)

11:30 – 12:15(Language Arts)

xxxxx10:50- 11:30(lunch)

xxx10:20- 10:50(library)

10:00 – 10:20(recess)

9:15 – 10:00(Reading)

8:30 – 9:15(Math)

8:00 – 8:30(journal)

xxxx7:00 – 8:00 (Bus)

Throwing objects

Talking w/o permission

CursingUnwanted touching

Translating data

• Base line gives us something to measure to determine progress

0

10

20

30

40

50

60

70

80

90

1stQtr

3rdQtr

AM

PM

Recess

Translating data

Monday

MorningReading

Translating data

Translating data

1:1BIP

Small group Behavior intervention

School wide behavior supports

Data is your friend…

• It helps us find the causes (and solutions)• It documents progress• It can show the effectiveness of

programming • It promotes professionalism• It minimizes litigation problems

“Must collect data…”