Monitoring Tools/Behavioral Data

Monitoring Tools/Behavioral Data

Behavioral data can take many forms and can serve many different functions. It can be used to monitor progress of the behaviors of concern that we want to see decreased or the replacement behaviors we want increased. Data can show patterns as to where and when a behavior is most likely to occur, as well as, how often, intensity level, and with whom it is more likely to occur. The data provides an objective means for providing accuracy to decision-making for programming and feedback provided to staff, parents, students, etc. The analysis of data can guide educators (ex. ARC, teacher…) to determine the effectiveness of the individualized program, IEP, (ex. SDI) for continuation or to discontinue of annual goal.

ABC Charts/ Critical Incident Logs

ABC – Antecedent – Behavior- Consequences

An ABC recording is a direct observation where the defined behavior of concern is recorded along with the Antecedent (stimulus/trigger), and the consequence/s (what happened immediately following the behavior):

Used to analyze (look at patterns) within the behavior of concern.

Examine antecedent, behavior, and consequences

Used to objectively analyze the behavior,monitor, and/or evaluate effectiveness of an intervention

Helpful in detecting causes of misbehavior

Describe behaviors, don’t label them

Scatterplot

A Scatterplot is a visual display used to determine patterns of behavior related to specific class or school activities:

Used to detect patterns of behavior

Used to determine the impact of the activity structures on behavior

Tracks the trigger behavior across different settings to determine better suited structures.

The procedure includes:

1.Target specific behavior/s of concern.

2.Define what the behavior/s looks like and sounds like.

3.List the student’s schedule and activities.

4.Develop a code to track the behavior.

5.Analyze the data.

Frequency Counts

A Frequency Count is used to measure the number of times a behavior occurs within a given period of time:

Use a frequency count when looking at a single behavior that occurs often

Simplest to document

Important to specify the behavior of concern

Can be used with a group of students or an individual student

Consider peer comparisons and time sampling

To show progress, a baseline should be determined

Duration

Used to look into patterns of misbehavior that sporadically occurs:

Be aware that similar behaviors of concern may be related if they all appear and/or disappear at the same time

Include in documentation: day, date, start time, behavior observed, stop time, and interventions used.(ex. Ignore, signal,proximity, and/or verbal redirection

Intervals between behaviors could be months, days, hours, or even minutes

Scatter Plot Behavior Monitoring

Student: School/District:

Observer/Recorder:

Start Date: End Date:

Activity / Time / Day1 / Day2 / Day 3 / Day 4 / Day 5 / Day6 / Day 7 / Day 8 / Day 9 / Day10

The chart is divided into 15 or 30 minute intervals. Displaying expected behavior =

Displaying targeted behavior =

Scatter Plot Behavior Monitoring

Student:

Dates:

Behavior Observed:

Observer/Recorder:

Activity / Time / Day 1 / Day 2 / Day 3 / Day 4 / Day 5 / Day 6 / Day 7 / Day 8 / Day 9 / Day 10

The chart is mainly divided into 15 minute intervals. Displaying expected behavior =

Displaying targeted behavior =

(2nd time)

(More than twice during time period)

Frequency Counts

Targeted Behavior______

Beginning Time:______Ending Time:______Classroom______

Directions: Write down the start time. For each time target behavior occurs, put a tally mark in “Student” box. For each time any of the other students display the target behavior, put a tally mark in the “Students” box. When observation is complete, write the end time. You may want your assistant to do this, so you can continue teaching. Whatever is closest to being a normal setting. May use to develop as a baseline, then develop a BIP, and monitor progress.

Student / Students

Total ______Total ______

Total Amount of time observed______

Duration Measure

Student______School Setting:______

Target Behavior/s ______

Day / Date / Start Time / Behavior Observed / Stop Time / Intervention/s Used / Observer

This is to measure how often a behavior occurs and for how long it lasts.

ABC Observation Form

Student:Observation Date:

Observer:Time:

Activity/Setting:

Antecedent / Behavior / Consequence
Antecedent (prior to behavior)
Alone
with peers
beginning an
activity
ending an
activity
participating in
group
asked to do
something
told not to do
something
transitioning
recess
being ignored
lunch
given a warning
working on
academics:
______
Other
______ / Behavior
refusal
verbal outburst
verbal threats
crying
destroying
property
physical
aggression ______
out of seat
running away
other
______/ Consequences
verbal
redirection
nonverbal
cue/signal
loss of privilege
behavior is
ignored
change
assignment
remove from
area
time out
sent from room: ______
detention
suspended
physical
management
other ______/ Duration (how long did it last)
< 1 minute
1-5 minutes
5-10 minutes
10-30 minutes
½ hour – 1 hour
1-2 hours
2-3 hours
3 + hours / Intensity
1 LOW
2
3
4
5 HIGH

ABC Chart

River Region Cooperative 1

Academic Engaged Time Monitoring

Student______

Date______

School______

Teacher______

Procedure:

1.The student will be monitored for a ______minute time period on a ______basis.

2. The teacher will use a chronological clock to watch for the set amount of time to observe the student participation during assigned task.

3. The chronological time is ______:______.

4. Brief description of the activity the student is to perform.

5. Define what the student needs to be doing to be meeting the criteria (observable).

6. The teacher will begin using a stopwatch for the ______minute period. This will be completed by starting the stopwatch when the student is meeting the criteria and stopping the stopwatch when the student is not meeting the criteria.

7. The teacher will then calculate the ratio and % of the time the student was meeting the criteria.

Ratio is ______minutes on task to ______total minutes timed - ______: ______.

Time on Task = % ______= ______%

TotalTime

(round off to nearest minute - if possible)

For accuracy the teacher may conduct the procedure with same gender/age peer on the same task.

Ratio ______: ______minutes

TOT ______= ______%

Aggression Monitoring

Name______Date______

For each time period check one category / Two or more minor aggressive acts or one major = 0 points / One minor aggressive act = 1 point / No aggressive acts = 2 points / No aggressive acts
Being cooperative = 4 points
Schedule
Total points for the day ______

% = Total Points

___ Most Possible

Circle or underline acts observed

Cooperative Acts(happy face)Minor Aggression (straight face)Severe Aggression (frown)

Keeping hand and feet to selfTeasingPushing

Stating requests calmlyName callingPoking

Knocking things off furnitureHitting

Arguing with teacherTripping

Poking, tickling, getting in the wayGrabbing

Making fun of someone’s ideasFighting

Posturing (close to face - in personal space) Threatening (Intimidation)

Verbal TantrumingPhysical Tantruming

Bonus == Sticker

Staying in own personal space

Taking turns

Stating thoughts and feelings calmly

Giving Compliments

Daily Monitoring Sheet

+ = Yes- = No * = 2 bonus points Day& Date______

Name______Teacher Signature______

Time/Activity / Goal 1 / Goal 2 / Bonus / Comments
Divide day into 15 minute intervals
# Points earned
# Most possible
= ___%

Menu of Reinforcements(what can earn)Bonus Points Menu:(What can earn extra)

Optional

Points accumulated______

Points earned for day______

Points Spent______

Total Points Remaining ______

Date:______

Things to Do Self Teacher

Task

______

Date:______

Things to Do Self Teacher

Task

______

Remaining in Assigned Area

StudentTeacherSchool

Date / Activity Description / Setting / Student is directed to… / Time Activity Began / Time out of Assigned Area / Time Returned to Assigned Area / Time Activity Ended / Notes
___Whole group
___ One-on-One
___ Independent
___Whole group
___ One-on-One
___ Independent
___Whole group
___ One-on-One
___ Independent
___Whole group
___ One-on-One
___ Independent
___Whole group
___ One-on-One
___ Independent
Notes:

______’s Tower of Progress

Intervals Working My Way to the Top!

______

______’s Tower of Progress (Sample)

Intervals Working My Way to the Top!

______

THIS IS TO BE CONDUCTED DURING AN INTERVIEW PROCESS

Functional Assessment Checklist for Teachers and Staff (FACTS-Part A)

Student/ Grade: ______Date: ______

Interviewer: ______Respondent(s): ______

Student Profile: Please identify at least three strengths or contributions the student brings to school.______

______

(Archival, Interest Inventories, Forced Choice Reinforcement Menu, etc.)

Problem Behavior(s): Identify problem behaviors Tool/s:Questionnaires

___ Tardy / ___ Fight/physical Aggression / ___ Disruptive / ___ Theft
___ Unresponsive / ___ Inappropriate Language / ___ Insubordination / ___ Vandalism
___ Withdrawn / ___ Verbal Harassment / ___ Work not done / ___ Other ______
___ Verbally Inappropriate / ___ Self-injury
Describe problem behavior: / ______

Identifying Routines: Where, When and With Whom Problem Behaviors are Most Likely.

Schedule

(Times) / Activity / Likelihood of Problem Behavior / Specific Problem Behavior
Low High
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6

Select 1-3 Routines for further assessment: Select routines based on (a) similarity of activities (conditions) with ratings of 4, 5 or 6 and (b) similarity of problem behavior(s). Complete the FACTS-Part B for each routine identified.

March, Horner, Lewis-Palmer, Brown , Crone, Todd & Carr (2000)4/24/00

Functional Assessment Checklist for Teachers & Staff (FACTS-Part B)

Student/ Grade: ______Date: ______

Interviewer: ______Respondent(s): ______

Routine/Activities/Context: Which routine(only one) from the FACTS-Part A is assessed?

Routine/Activities/Context / Problem Behavior(s)

Provide more detail about the problem behavior(s):

What does the problem behavior(s) look like? Specifically describe
How often does the problem behavior(s) occur? Frequency Count
How long does the problem behavior(s) last when it does occur? Duration Measure
What is the intensity/level of danger of the problem behavior(s)? Intensity Rubric

What are the events that predict when the problem behavior(s) will occur? (Predictors) ABC Chart

Related Issues (setting events) / Environmental Features
___ illness Other:______
___ drug use ______
___ negative social ______
___ conflict at home ______
___ academic failure ______/ ___ reprimand/correction___ structured activity
___ physical demands ___ unstructured time
___ socially isolated ___ tasks too boring
___ with peers ___ activity too long
___ Other ___ tasks too difficult
______

What consequences appear most likely to maintain the problem behavior(s)? ABC Chart

Things that are Obtained / Things Avoided or Escaped From
___ adult attention Other: ______
___ peer attention ______
___ preferred activity ______
___ money/things ______/ ___ hard tasks Other: ______
___ reprimands ______
___ peer negatives ______
___ physical effort ______
___ adult attention ______

SUMMARY OF BEHAVIOR Triangulation Summation (see attached)

Identify the summary that will be used to build a plan of behavior support.

Setting Events & Predictors / Problem Behavior(s) / Maintaining Consequence(s)

How confident are you that the Summary of Behavior is accurate?

Not very confidentVery Confident
123456

What current efforts have been used to control the problem behavior?

Strategies for preventing problem behavior / Strategies for responding to problem behavior
___ schedule change Other: ______
___ seating change ______
___ curriculum change ______/ ___ reprimand Other: ______
___ office referral ______
___ detention ______

March, Horner, Lewis-Palmer, Brown , Crone, Todd, & Carr (2000)4/24/00

Latency Recording

Student’s Name: ______Teacher: ______

Subject/Period: ______Date(s): ______

Behavior: ______

Behavior Definition (in specific, observable, measurable terms):

______

Day/Date / Enter time when instruction is given / Enter time when behavior starts / Length of time for the behavior to start

Adapted from Tieghi-Benet, M. C., Miller, K., Reiners, J., Robinett, B. E. Freeman, R. L., Smith, C. L., Baer, D., Palmer, A. (2003). Encouraging Student Progress (ESP), Student/ team book. Lawrence, KS: University of Kansas.

Intensity of Disruptive Behavior Rating Rubric

Circle the number that most describes the disruptive behavior:

Behavior is confined only to the observed student. May include such behaviors as: refusal to follow directions, scowling, crossing arms, pouting, or muttering under his/her breath.

Behavior disrupts others in the student’s immediate area. May include: slamming textbook closed, dropping book on the floor, name calling, or using inappropriate language.

Behavior disrupts everyone in the class. May include: throwing objects, yelling, open defiance of teacher directions, or leaving the classroom.

Behavior disrupts other classrooms or common areas of the school. May include: throwing objects, yelling, open defiance of school personnel’s directions, or leaving the school campus.

Behavior causes or threatens to cause physical injury to student or others. May include: display of weapons, assault on others.

Adapted from Jefferson county Public Schools

Triangulation Summation

Student: Teacher: School/District:Date:

Source 1
Summary of Findings / Source 2
Summary of Findings / Source 3
Summary of Findings
Summative

Hypothesis Statement

When ______(describe what is taking place) ______occurs ______(student)_____ does______(describe the behavior) ______to get/avoid ______(describe the maintaining function)______.

Note: Once hypothesis statement is formed, then proceed to determining positive intervention strategies and format to measure ongoing progress.

PARENT QUESTIONNAIRE

FUNCTIONAL BEHAVIOR ASSESSMENT

Student’s Name______Date of Birth______

Parent’s Name______School______

In order to help your child experience more success in the school environment, we need your input. Please answer the following questions and add any comments that would be helpful in completing the assessment.

What specific behaviors do you consider to be most interfering with your child’s success in school?

List specific events, classroom settings, or times of the day when this behavior will most likely occur?

Through your experience, what is the best thing to do to prevent this behavior?

In your opinion, what serves as the best consequence(s) for the behavior?

What do you think are some possible reasons why your child is showing these behaviors?

Attention from peers or adults (positive or negative)

Escape/Avoidance (getting out of doing something)

Power/Control (control over other students or the teacher)

Sensory Stimulation

Other

Do you have any other comments or suggestions regarding your child’s behavior?

Adapted from Henderson County Schools

TEACHER QUESTIONNAIRE

FUNCTIONAL BEHAVIOR ASSESSMENT

Student’s Name______Date of Birth ______

Teacher’s Name______School______

The purpose of an FBA is to determine why he or she is engaging in inappropriate behavior. We do this by looking at the “purpose” of the behavior, or what “function” the behavior is serving for the student. Examples of functions of behavior include attention from peers or adults (whether positive or negative), power and control (over students or teacher or situation), escape and avoidance (of task or situation), or sensory stimulation. Every behavior has a purpose and a person will continue to exhibit that behavior because it works for getting the person what he or she wants. Our challenge is to find out how a specific behavior works for a student. To help identify the function of this student’s behavior, please answer the following questions. If you have other ideas that would help in analyzing his or her behavior, please include your comments.

Describe the problem behaviors in specific and observable terms:

When and where do the behaviors occur?

Is the behavior directed toward someone or toward property? If so, who or what is it directed toward?

What is usually going on before the behavior occurs?

Is there anything that signals the behavior is about to occur?

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What usually happens after the student exhibits the behavior?

What do you think is the purpose of the behavior?

What are some appropriate replacement behaviors that would serve the same purpose for the student?

What are the barriers that might make it difficult to change?

What are some resources or rewards that might help in changing his behavior?

Please list any other information that might help in analyzing this student s behavior:

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Student Interview Regarding Chronic Behavioral Concerns

Student’s Name:______Date completed: ______

School:______Birthdate: ______

Classification: ______Grade: ______

Special Ed. Teacher: ______Regular Ed. Teacher: ______

I wanted to talk to you today about your behavior at school. You are not in trouble, but I know that you have been having some difficulties for a while now. Your teachers and I want to do all we can to help you change your behavior and be more successful and happy at school. I want to get your ideas on how we can work together to make it happen.

Student Questions:

What behavior problems do you think you have at school?

What do you think are some possible reasons for your behavior problems at school?

When you get in trouble at school, how does that make you feel?

Do you want to improve your behavior at school?

What would you like to earn as a reward for good behavior at school?

Forced-Choice Reinforcement Menu

Name: ______

In order to identify possible classroom reinforcers, it is important to go directly to the source, namely, you the student. Below is a paragraph that provides instructions for completing a series of “controlled choice” survey items about individual reinforcement preferences. Please read the following paragraph carefully:

“Let’s suppose that you have worked hard on an assignment and you think that you have done a super job on it. In thinking about a reward for your effort, which one of the two things below would you most like to happen? Please choose the one from the pair that you would like best and place an “X” in the blank that comes in front of it. Remember, mark only one blank for each pair.”

1._____Teacher writes “100” on your paper (A)

_____Be first to finish your work. (CM)

2._____A bag of chips. (CN)

_____Classmates ask you to be on their team. (P)

3._____Be free to do what you like. (I)

_____Teacher writes “100” on your paper. (A)

4._____Classmates ask you to be on their team. (P)

_____Be first to finish your work. (CM)

5._____Be free to do what you like. (I)

_____A bag of chips. (CN)

6._____Teacher writes “100” on your paper. (A)

_____Classmates ask you to be on their team. (P)

7._____Be first to finish your work. (CM)

_____Be free to do what you like. (I)

8._____A bag of chips. (CN)

_____Teacher writes “100” on your paper. (A)

9._____Classmates ask you to be on their team. (P)

_____Be free to do what you like. (I)