Homework 3 - Looking Ahead

This entry will serve as the springboard for discussions related to HW3:

As you embark on homework 3, it is within the context of ALL of the information you have previsously collected (questionaires, interviews, observations, records, ecological observations, etc.), plus one full session using the ABC observation form.

Description of setting: Here you will use information from the first part of HW1 along with additional descriptions of variables from the ecological form and interviews...here, it's okay to provide as much relevant information as possible.

Antecedents: Here, provide a discussion on factors (activities, demands, difficult tasks, uninteresting tasks, alone time, lack of attention, room too noisy, too much visual stimuli, etc.) that may be prompting the problem behavior...there may be more than one variable in play here...

Operational Definition: Use topography and at least one dimension from HW1...approved by Dr. A....and that you've refined in HW2 (detailed numbers related to the data you collected)

Consequence(s): Here, provide a description of what may be maintaining (positive or negative reinforcement) the problem behavior (based on ALL data you've gathered to this point). It is important to note that some behaviors may have multiple functions...

Time and day: The data you collected should provide some info on the day(s) and time(s) that increases the probability that the problem behavior may occur...if the data supports the notion that it is not the time or day as much as certain activities, it is appropriate to discuss that in this section.

Testable Explanation: Here you must discuss your testable explanation related to the problem behavior (hypothesis statement). This statement must be written in Antecedent-Behavior-Consequence (ABC) format. An example of a testable explanation might be:

* When the student is given a difficult math assignment involving fractions (antecedent), the student engages in off task behaviors (behavior), which results in the student avoiding/delaying the task (consequence).

[Independent Variable = blue; Dependent Variable = Red].

This same testable explanation can be written for the replacement behavior as follows (assuming that the antecedent is NOT being modified, i.e., not being given tasks that are appropriate to student's performance level). It is important to note that the consequence of the problem behavior was negative reinforcement...this means that the replacement behavior MUST achieve the same FUNCTION:

* When the student is given a difficult math assignment involving fractions (antecedent), the student will engage in {a} requesting alternate assignment, {b} asking for break, or {c} asking for help (behavior), which results in the student avoiding/delaying/eliminating the task (consequence).

[Independent Variable = blue; Dependent Variable = Red].

Here's another testable explanation for the replacement behavior that the modifies the antecedent by providing the student tasks that are appropriate to student's performance level. Again, the consequence of the problem behavior was negative reinforcement...this means that even though you've modified the antecedent, once the student engages in the desired behavior (performing the task), the reinforcement MUST result in a similar FUNCTION (negative reinforcement):

* When the student is given a math assignment involving fractions at his ability level and with teacher support (antecedent), the student will engage in the assigned math task (behavior), which results in the student receiving some sort of negative reinforcement [free time, homework pass, etc] (consequence).

[Independent Variable = blue; Dependent Variable = Red].

Testing Strategy: Here you must provide a detailed description of the variable you plan on manipulating to determine of your hypothesis statement is correct.

* MANIPULATING THE ANTECEDENT: The last testable explanation noted above is a perfect example of how the antecedent is going to be modified by making sure that the curriculum is at the student's ability level and teacher support (a clear description of what that means is required)...to determine if indeed the hypothesis that difficult math tasks involving fractions truly is the ANTECEDENT to the problem behavior.
* MANIPULATING THE CONSEQUENCE: Another example is the testable explanation above that speaks to teaching the student the replacement behaviors [{a} requesting alternate assignment, {b} asking for break, or {c} asking for help] that allow him to still delay/avoid the task which will allow you to test your hypothesis that the student engages in the problem behavior to escape/avoid/delay an undesired behavior (CONSEQUENCE).

I hope this information helps...

Creating Charts in Excel - A Tutorial

Hello SPED 553 Class:

Below are a series of screenshots that show you the steps in creating a graph using Microsoft Excel. Your second homework assignment calls for you to submit baseline data, a graph with your baseline data for problem and replacement behavior, and a goal and two objectives focusing on the data you gathered. The sample below focuses only on one problem behavior, but you can generalize the info and create a separate graph for the replacement behavior.

First, you will need to open Microsoft Excel and select the "New Workbook" option. This should take you to a blank workbook page.


In the sample to the left, I have entered the meaning of the numbers on the first line of the first column...labeled, "Out of Seat." Notice that the entries for each session are on the first colum. Also notice the I highlighted (click on A2 and drag to B9) all of the numbers on the first column, while avoiding the out of seat title (if you do, it will mess up your graph). I also highlighted the second column, and went a three lines below the last entry in the first column. The additional column and rows are for those of you interested in earning extra credit on this assignment...I will talk about this later.


Next, I select the "Chart Wizard" button on the top of the toolbars. It's the icon with the magic wand on top of a chart.

A Pop up window appears and it prompts you to select the appropriate type of graph. You will select line graph (second box on first column) and proceed to press the "Next" button.









The next screen that comes up has two buttons on top, one is the "Data Range" and the other is the "Series" button. Select the "Series" button and proceed to enter the lable for the what the data points mean...in my example, I have labeled the first series as OUT OF SEAT. I have left the second series alone.












The next screen that appears is the chart titles menu. Proceed to enter the chart title for your graph. In my example, I labeled it, "Out of Seat Behavior." The next dialogue box is the X axis, this will always be labeled, "Sessions." The third entry will be for the Y axis...always adding meaning to the numbers presented in graph. In my example, I labeled it, "Average Number of Times per 2hr. Observation." In this scenario, I conducted observations that were 4 or 6 hour observation...because, not all observations were of the same duration, I could not graph total out of seat behavior per observation (this would result in higher totals for the days in which I observed 6 hours). Graphing the average number of times per 2 hour observation allowed me to present data that was consistent across all observation sessions. Proceed to select the "Next" button.

The next window presents options on how you want to save the graph. You will select the button that saves the graph in a new sheet. That way, the graph appears as a new tab in your workbook and it also is not a popup on your data workbook. Click on the "Finish" button.



Finally, the graph appears on as a new sheet. Notice at the bottom of the workbook, that the graph now has it's own tab. The graph that I am presenting here looks a bit different than the one that is yours. I accomplished this by changing some simple items on it. For example, you will notice that the background on your graph is gray...also, your graph area has a gray outline. To eliminate this, double click on the graph area, this will cause a dialogue box to appear. Change the border color to white and the area color to white...select "enter" and the background and outline will become white. Next double click on any of the horizontal lines on the graph...select "white" as the color for those lines...and suddenly, your graph will no longer show the horizontal lines. At this point, your graph is acceptable for submitting with your Homework #2 assignment.

Don't forget to save your workbook so that you can come back to it later, if you elect to submit 3 additional intervention data points for extra credit on the final project.

Practice with some made up data so that you can become comfortable with all options on making graphs using Excel.

Ecological Variables

Ecological Variables

I know this is a bit early but I cannot emphasize the importance of ECOLOGICAL VARIABLES as they relate to student behavior...It's never too early to be thinking about the final project in this class, therefore, I just want to give everyone a heads up on the importance of addressing ecological/environmental factors that may need to be addressed in your final project.

As you embark on your observations, please be aware of and make notes related to the following factors:

• instructional variables - are the lessons at the students' level? does the instruction allow for students to respond frequently? Are lessons "boring?" eventually, you may need to suggest in your final plan that the lessons may need to be more engaging, more stimulating, etc.
  
• language spoken and primary language of student...match? is language development being addressed for ELL students?
  
• proximity of other students, too crowded, too many distractions?
  
• way in which requests are made- degree of choice, tone of voice, threats used?
  
• Quality quantity of adult/student and student/student interactions
  
• difficulty of tasks
• type of tasks
• other environmental variables such as noise level, crowding, temperature, visual distractions, etc.

These areas are critical that will need to be addressed because they are based on the principle of least intrusive intervention...which means that we must first try and address this challenge by manipulating the antecedents...if they are under our control.

As I review final projects at the end of the semester, ...I will pay CLOSE attention to see that antecedents were identified that were under our control...and the final project does address them....if not addressed...NOT GOOD!

Again, as you begin your direct observations, it is a good idea to keep these important areas in mind...feel free to post comments about what you observe or questions related to this topic...or any other questions you may have.

Thanks,

Dr. A

Goals and Objectives

Background Info:

I enjoy painting with acrylics. Lately, I've been feeling the need to get back to this relaxing activity. This probably has been prompted by the fact that every time I drive into the garage I see this painting I have on my easel that I started over three years ago. The painting is a homage to Diego Rivera’s “Flower Vendor.” The canvas is approximately 3 feet by 4 feet and I have intermittently dabbled on it over the years. The one aspect of the painting that I know will take much time, and that I have been postponing, is the detail that will be required in painting the weave in the flower basket. As I have worked on this painting, I have only used the primary colors (blue, red, yellow) plus black and white. In years past, when I devoted time to a painting, I tended to devote an average of 3 painting sessions per week for a total duration of 6 hours per week…sometimes more. However, my current baseline on time I spend painting is an average of 1 hour per month. By the time I set my materials and mix paint…I really do not have much of an opportunity to advance much. Typically, I am quite busy, but when I do have a bit of downtime make excuses for not painting by making statements to myself such as, "I really need to clean my office," or "digging weeds in the yard will benefit the family more than spending a couple of hours painting."

Now, I will use the info from Chapter 2 in the textbook to develop a goal and two objectives that focus strictly on increasing the time I engage in recreational acrylic painting:

Components of Goal

1. Can be reasonably accomplished in 1 yr.
2. Observable and measurable
3. Tied to standards/core curriculum
4. Have benchmarks/short term objectives (this changed in Federal law but it's still in CA law)

Components of Objectives
1. Learner
2. Condition
3. Behavior
4. Criterion (must include fluency, i.e., on 3 out of 4 days)
5. How measured


My current level of performance is:
Based on anecdotal evidence, I determined my BASELINE in this area is that I spend an average of 1 hour per month working on the painting while using primary colors plus black and white.

Long term goal:
Within one year, Jose Luis will increase his engagement in recreational acrylic painting to an average of 3 sessions per week, with each session lasting an average of 2 hours for a total duration of 6 hours per week.

Objective 1:
Within 4 months, given the opportunity to engage in recreational acrylic painting using appropriate tools and while using only primary colors plus black and white, Jose Luis will engage in painting an average of 1 session per week with each session lasting at least 1.5 hours on 3 out of 4 weeks, as measured by painting log.

Objective 2:
Within 8 months, given the opportunity to engage in recreational acrylic painting using appropriate tools and while using only primary colors plus black and white, Jose Luis will engage in painting an average of 2 sessions per week with each session lasting at least 2 hours on 3 out of 4 weeks, as measured by painting log.

My increased time spent painting should naturally result in an increase in my productivity, not only in completing the Rivera homage painting but others as well.



Here is an opportunity to practice writing a goal and a couple of accompanying objectives in any area you want to address...

Grading quiz 1- No need for comments

Just wanted to give you all a heads up. I have been grading last night's quiz 1 and I noticed that many of you did not use proper terms when defining key concepts. It is not appropriate to use the term you are defining in the definition of the term. For example, it is not okay to define POSITIVE REINFORCEMENT by stating, "Positive reinforcement is when a behavior is positively reinforced and behavior increases in future..."

In order to provide opportunities for positive practice, I will allow an opportunity to correct your quiz 1 responses that you missed. You will have the opportunity to make up ALL of the points you missed. You will have to use proper terms in your definitions, please review these terms in your text. When I return your quizzes next week, you will have one week to submit correct responses for items missed. Quiz corrections must be word processed, you must provide a page number referencing the correct information in the text, and it must be attached to your quiz.

If you are satisfied with your quiz score (several students earned perfect scores), then, do nothing as the scores have already been recorded.

Finally, this is a one time opportunity and does not apply to future quizzes or exams.

Thanks,

Dr. A

Homework #1 Questions/Discussion

Let's use this post as a discussion springboard for questions related to HW 1. Specifically, I'd like to point out several areas that could use a bit of discussion.

• Begin the assignment by providing detailed information on
  
• (a) the student, tell me about the student's disabilitiy, how long has student been in sped, what's the family situation, and any other relevant information that can add context to this case.
  
• (b) the classroom, tell me about the physical arrangement, the number of adults, students, and general description of the environment.
  
• (c) the school, tell me about the school in terms of population size, demographics, API scores, & programs available at the school.

Always remember to use pseudonyms for school, teachers, parents, student, and anyone else involved in this child's case. It is essential that you maintain the confidentiality of the child.

• When describing the problem behavior (replacement as well) using topography, make sure you use just that, a description of the suface of the behavior. Several students have used this as an opportunity to discuss antecedents and consequences (that is part of HW3 but not needed here yet).

• Here's an example of how OFF TASK can be defined using topography:
• Problem Behavior: Off Task is defined as engaging in tasks that are unrelated to the teacher-assigned task and may include walking around the class, talking to peers, hiding under desks, doodling, playing with items in backback, etc.
  

• In addition to using topography as a dimension, make sure you select at least one more dimension that will be helpful as you plan for data collection. For example, if the student's problem behavior is being off task...well, the most logical dimension you will use is DURATION, which may be written as follows:

• Duration: Student engages in off task behavior an average of 10 times per day (this is RATE which is a natural byproduct of duration recording) and each episode lasts an average of 7 minutes (the number is an approximation that is based on the interviews you conduct...later when you collect actual data, you can revise this approximation).

• When describing the replacement behavior using topography, make sure you use just that, a description of the suface of the behavior. Follow the same format you used to describe the problem behavior above....the replacement behavior's operational definition must use two dimensions, one is topography and the second one is up to you depending on the behavior you have selected.
  

• Make sure that this assignment clearly identifies the dimensions you are using (in blue font and bold above) and keep your prose written with brevity and clarity.

• DATA COLLECTION: Depending on the nature of the behaviors you have identified, your data collection systems must provide for a logical connection. Here are some examples of behaviors and possible data colletion systems.

• Off Task = Duration recording
• Refusal to comply = Latency recording
• Calling out/speaking out without permission = Event recording (yields rate)
• Crying/screaming (short duration) = Event recording
• Crying/screaming (long duration) = Duration recording

• Finally, the homework 1 forms packet included several samples of data collection instruments. It is up to you to select ONE that makes sense for problem and ONE that makes sense for replacement behaviors. After you have selected the form, you must provide detailed directions on how to use the forms.

Questions, descriptions of operational definitions, or other questions or concerns related to homework 1 should be posted in the comments section for the following week.