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Your “Do Now” Assignment
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Behavioral Recording:
The collection of quantitative data
regarding an identified behavior
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SPED 702
Our class covered the 6 dimensions of
behavior before moving to the following
slides.
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Which Dimension?
The “traffic light” in the cafeteria changes color
as the noise level in the cafeteria rises &
falls.
1. Frequency
2. Duration
3. Magnitude
4. Latency
5. Topography
6. Locus
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Which Dimension must change?
Reducing the average number of misspellings
(or increasing accurate spellings) on the
weekly spelling test.
1. Freakwencee
2. Der8shun
3. Magnitood
4. Latensee
5. Topahgrafee
6. Lowcuss
7. Multiple dimensions (but which ones?)
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Which Dimension?
The track team’s sprinters are trying to reduce the
time between the starting tone and exit from the
starting blocks.
1. Frequency
2. Duration
3. Magnitude
4. Latency
5. Topography
6. Locus
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Which Dimensions?
For your fieldwork paper, you must record the
style of praise used by your supervising teacher
and how often each type is used.
1. Frequency & Locus
2. Frequency & Magnitude
3. Frequency & Topography
4. Locus & Magnitude
5. Locus & Duration
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Collecting Data on the Dimensions:
Behavioral Recording
Various measurement procedures have been
developed to gather quantitative (numerical)
information regarding a “target behavior” & the
dimension that we wish to change.
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3 Basic Types (The ones used most often in schools) ^
Frequency (short-lived behaviors): Tally marks made when
- action is witnessed OR
- “permanent product” is produced.
Duration (long-lived or variable-length behaviors):
Use stop watch to help determine
-average length of display of behavior OR
-% of time consumed by the behavior.
Interval: “Yes” or “No” mark depending on whether action:
– Occurred during any part of the observation period
(Partial)
– Exhibited for the entire observation period (Whole)
– Happened at the exact instant that you glanced
over to look for it
(Momentary Time Sampling –MTS,
a short cut procedure for duration recording…later) .
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Show visual depictions of the
different interval recording
procedures.
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Now that we’re familiar with dimensions…
We can select which:
– Dimension needs to change
– Measurement procedure to use to determine:
Starting point or Severity/Inadequacy of the behavior
Degree of change in the dimension
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Step by step… ^
1. Define the behavior that you wish to observe.
2. Decide which type of recording is best suited to
monitor the behavior.
3. Decide when & where to observe the behavior.
4. Decide how long each observation will last (and how
long the intervals will last if using interval recording).
– 10 to 20 minutes is often adequate, but…
– More time spend observing =more accurate results.
5. Observe and collect data on the student's behavior.
– Conduct multiple observation sessions in order to create a
more representative profile.
6. Compute rate/ratio of occurrence, & plot on graph.
7. Repeat steps 5 & 6. 15
Defining the behavior
Be very specific. Be certain that your definition
is so precise that others would observe only
what you had in mind.
Flamingo standing?
Touching wall or table (or umbrella) ?
Hands on knees?
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Dictionary & Thesaurus (My favorite dinosaur)
Teams: Describe how one particular student shows
the following behaviors in his/her idiosyncratic
manner: (Select two) Then determine dimension to
change.
Pinching
Cursing
Tattling
In seat (What is minimum acceptable criteria?)
Echolalia
Gnawing on pencil
Spitting (versus drooling)
On task (versus “off task”)
Non-compliant.
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Frequency ^
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Compute the Frequency
You witness the demonstration of the target behavior
12 times during a 48 minute class period. How often
does the behavior erupt? (use basic division, not formula)
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Frequency Recording (Use the “Joe” video clip found
on BehaviorAdvisor.com inside the button titled “Free Podcasts & Videos”)
Situation… Joe, known for his “passive aggressive”
behavior, once again befuddles & angers a teacher.
This vignette can be used for many other purposes,
but it does give us the opportunity to conduct a
“Frequency count”.
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Duration ^
Compute
– average length of occurrence
OR
– % of observation time that behavior was displayed.
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Calculate the duration for the upcoming
clicker slides
Total time witnessed
Total time of observation = %.
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Clickers: During a 20 minute session, the behavior
emerges 5 times for total of 15 minutes. %?
1. ¾ (75% of the time)
2. 1/3 (33% of the time)
3. 1¼ (125% of the time)
4. ¼ (25% of the time).
15 3
20 = 4
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Clickers: Average length of display?
1. 5 minutes
2. 3 minutes
3. 3/5ths of a minute
4. I’ve run out of fingers & toes while counting.
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(Partial) Interval Recording ^
During the last 10 minutes (or since the “block of time” slide)
(the interval), was the person next to you “seated” for
the entire time (posterior in contact with a horizontal surface)?
Yes or No?
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Momentary Time Sampling ^
Josh “Palming”?
A. 75-80%
B. 81-90%
C. 91-100%
D. More than 100%
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Which Type of Recording Procedure?
Which type of recording would you
(In groups)
use for each action?
Spitting (versus drooling)
In seat
Tattling
Echolalia
Gnawing on pencil
Cursing
Pinching.
In seat?
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Which type of recording would you
Clickers:
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Which type of recording would you
Clickers:
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Decide Where & When to Observe
Determine:
– Do I want to observe the behavior in a number of
situations or just one (e.g., math class, story time)?
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