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.
21 comments:
My target student screams and cries when preferred activities are not available choices for him (play) or when an activity includes something he does not like (a non-preferred song during circle). I would describe the behavior as follows:
Topography:
Student screams, cries, and stomps feet.
Frequency:
Student displays problem behavior 1-3 times per day.
Duration:
Each incident ranges from 5-20 minutes.
Replacement behavior:
Student will remove "I need a break" pec from choice board and hand to teacher.
Am I on the right track?
My topography is "calls out names of favorite food items during instruction time." When I spoke about this to the student's teachers they viewed the behavior as "off task", suggesting duration recording. However the instructions for this call for this behavior to be observed using event recording. The problem behavior is seen by the student's teachers to be taking the student and his classmates off the task at hand. How should my data collection reflect this? Is it best to use both duration and event recording in this case?
Hi everyone, I am trying narrow the behavior down on the student I plan to do my BIP on and I need help on finding the target behavior. The best way that I can describe his behavior is that he shows a consistent pattern of refusing to follow commands or requests by adults in the classroom. I was trying to narrow this behavior down to a single word and if any one knows of one – if you could let me know it would be great?
Let me give everyone some examples of his types of behaviors.
1. Our class does the pledge in the morning and the rest of the class must wait, since when he is asked to stand up -- he doesn't and instead rather look at his book. Then only when he is ready, he will stand up.
2. When asked to put his markers away at reading, he will not put them away and the group must wait until when he wants to.
3. When asked not to irritate another student (for example, he keeps on tapping their desk) he will only stop when he wants to.
There seems to be a common variable in all of his behaviors and that is that he does not listen to any requests or commands in the classroom until he gets attention. Therefore, the consequence seems to be "attention" since every time he needs to be reminded to do something he is getting attention. In addition, I was going to measure his behavior with the latency forms, since there is a time that elapses before he begins performing the correct behavior (following directions the first time asked).
Let me know if anyone has any ideas on a single word that describes this behavior or maybe there doesn’t need one.
Thanks
Okay just a word of clarification:
When describing dimensions of behavior, you will guestimate based on records and interviews what the AVERAGE frequency, duration, latency is. Let's look at Pam's example,
Frequency - Student screams, cries, and (and/or?) stomps feet an AVERAGE of 2.5 times per day.
Duration - Each incident of screaming, crying, and (and/or?) stomping lasts an AVERAGE of 10.5 minutes.
Given what you have described for the problem behavior, then, I'd encourage you to collect data on the problem behavior using the duration form...this form will yield both frequency and duration data.
Also, don't forget that you MUST provide operational definitions for BOTH the problem AND replacement behavior using at least two dimensions for each...and each needs its own data collection form.
The behavior that I will be observing can be generally classified as off-task (and of course I will write an operational definition of that behavior for homework #1). From the information that I have thus far collected, I will probably be hypothesizing that the function for his behavior is escape.
My question relates to the replacement behavior. If I suggest that, as a replacement behavior, he have a folder of alternate assignments, which he may choose to do for two minutes before returning to the assigned task, how do I measure the replacement behavior? Would I measure the frequency that he chooses to engage in the replacement behavior? Or would looking at duration be a better measure with which to compare the problem behavior?
The topography of my target student's problem behavior is yelling out in class. The phrases this student yells out include "i want phone", "(insert name) farted", and yelling the 1:1 aide's name when she is not working with the student.
I think I am going to record my data in terms of frequency-recording each time one of these phrases are yelled (which is often).
But after reading some other comments I was wondering if maybe I should record duration-because sometimes I have observed these yelling out of phrases to last for up to 10 minutes before the student is able to start working again, but other times the student will yell a phrases a couple times and then start working. If anyone has any thoughts I would be happy to hear them!! :)
In response to Candy Cook, I'm wondering if that problem behavior can be labeled non-compliance? The student seems to not respond to directions when given, thus not complying to requests. I might be wrong though....
As for my student, he has a tendency to hit teachers and refuses to eat his food at lunch. The hitting can be measured using event recording, but I was wondering if I should use latency recording for his refusal to eat lunch or is there another method that would be better?
My student does quite well during structured activities and during familiar routines. He may need some verbal prompting, for instance:
"Sit down, cross legs, hands on lap."
"Throw away trash. Put lunchbox in cubby."
"Go to Miss Diana's table."
He has difficulty during time for choosing/guided play. Then he will walk/run around the room. Bang or throw toys. Kick or stomp his feet. Then he turns and looks to see if an adult is paying attention. So I'm not sure you would call this off task behavior.
What do you think?
In response to s kruszona, I think that you should measure the replacement behavior in terms of either frequency or rate (frequency within a time frame). Frequency will tell you how many times the student choses the folder of alternate assignments. Since we are recording data for such specific periods of time though, it might be more helpful to record rate so then you can monitor how many times per hour (or whatever measure of time you chose) the student performs the replacement behavior. To record the replacement behavior in terms of duration does not make sense to me because you've already stated that you are only going to allow the student to do the alternate assignment for two minutes, therefore that is the duration the student will always be engaging in the activity. I hope this helps.
In response to shayla green, I think you have to decide which duration of the behavior occurs more frequently. For example, if you notice that the behavior lasts for long periods of time more often than the short periods of time then I would chose duration for recording data, since 10 minutes is a long time. If you think that the student yells out only a couple of phrases (resulting in only 10 secs of behavior?) more often then I would chose frequency or rate for recording.
Topography:
My student engages in off-task behaviors during shared reading. He talks to specific peers, interrupts reader asking questions or by making comments without being called on and uses inappropriate language in class.
Replacement behavior:
Student will manage his own behavior when given a point system chart. Student will be on task for X amount of minutes, if goal attained, then he can earn high preference activity from a choice board.
His behaviors involve duration and event frequency. Is it acceptable to incorporate duration recording to measure one specific behavior(off-task) and event recording for calling out answers in the data sheet that measures multiple behaviors?
Any feedback is welcomed. Thanks
My student's behavior is refusal to comply and off task behavior. When given a task during language arts rotations, my student will shove the work back at the staff person he is working with and then he walks out of class.
I think I will measure duration of these events.
Does this sound like I am on the right track.
Ok, so here's the information of the student that I am observing.
Problem Behavior:
Engages in tantrums
Topography:
Student may engage in the following behaviors: biting own hand, inappropriate comments (e.g. cursing, sexual comments), hitting, kicking, biting, spitting at staff.
Frequency:
Student engages in tantrum behaviors four times per month on average and isolated behaviors two times per day on average.
Duration:
Problem behaviors average 10 minutes.
Replacement behavior:
Student will practice "taking a break" procedure (e.g. take deep breaths, take a walk).
I figure that I will take data on duration.
Here is the revised topography of my student's problem behavior:
Problem behavior is defined as student screaming and/or crying and/or dropping to the floor. These behaviors occur both individually and in tandem with each other.
Do I need to add the function of the behavior to the topography? I would add this sentence:
This behavior occurs in the presence of a non-preferred task or stimuli (i.e. clean-up time or particular songs and/or books during circle).
I don't know if that is too much information or not.
anaescobedo,
You definitely can use event data for one behavior and duration for another. But maybe you just want to tighten up the definition and choose the MOST disruptive of the behaviors to take data on. It may be easier on you!
I am a bit confused about your replacement behavior though. If he is self managing his behavior through points, and he has to be on task for a certain number of minutes, how will he know when he has completed that X amount of time? Does he get reinforcement (like a point) for each minute, and then when he reaches, for instance, 10 minutes, he gets to choose a prize? And how will you record on this? Will it be on him being able to manipulate this self-management system? Does he have the skills to be able to manipulate this system?
Sorry for all the questions...I am just trying to piece it together in my mind!!
Elizabeth Peace,
Thank you so much for your feedback. It was very helpful. I agree that it would be easier and more efficient to focus on one behavior.
I will be focusing on non-compliance which is manifested in the following way: saying "no" or "this is stupid" and proceeding to make fun of others and/or make jokes to redirect the teacher's attention away from the task he was presented. This behavior usually occurs when presented with a task he perceives as difficult.
I will use latency to record behavior.
Replacement behavior:
He will learn more appropriate ways of attaining attention by communicating his needs, i.e. " I need help please" or "I need a break" so he may learn to regulate himself.
Integration of choices:
1. He will be presented with a choice board.
2. What are you working for today?
In instances when the work is too difficult he will be presented with alternate assignments.
He will be given lots of verbal praise from all his teachers.
Hopefully this is more on track.
My student engages in throwing toys. The student throws her toys at least six inches from her current location. She throws toys 2-3 times per hour. I will be using event recording to obtain data; however, I am having difficulty finding a replacement behavior because of her age. My initial idea for a replacement behavior was to have her put the toys in a large container, but this may not fit the description as a replacement behavior.
My student's topography is: When presented with class work or asked a question, Fred will make animal noises during instructional, group, and work time.
Frequency: This behavior occurs approximately 4-5 times a day and
Duration: each outburst lasts from under a minute to 2 minutes.
I believe that this behavior is attention seeking, and my replacement behavior will center around "Fred" getting attention through appropriate social practices, i.e. telling a joke or a story.
Because the "outbursts" are so brief, I think I will be utilizing the frequency observation system for both the problem and replacement behaviors.
Note to all,
Remember that the replacement behavior has to (a) achieve the SAME FUNCTION as the problem behavior, (b) be something the STUDENT DOES FOR HIM/HERSELF, and (c) be as efficient and effective in reaching the consequence.
Again, when writing your operational definitions for problem and replacement behaviors, you cannot state frequency, duration, or latency in terms of ranges...you MUST write an AVERAGE! See my previous comment about this subject.
The student I will be observing for this assignment pinches (grabs the skin, pulls upwards, and twists) when instructional requests are made of her.
Topography:
pinching (grabs the skin, pulls upwards, and twists)
Frequency:
She displays this behavior approximately 16 times a day.
Duration:
each pinch is very quick; although, she may pinch multiple times as a result of the teacher's single request.
Replacement behavior:
The student will verbally request to take a 1 minute break from the requested task.
Observation recording method:
event recording (one tally mark for each observed pinch).
Hi everyone
i was interested in the idea that my friend was a teacher and she knew that the behavior occurred, knew what it looked like, and how to redirect him, but it doesn't seem like the behavior is decreasing. I think maybe we need to look in to other way to give the student what he wants and not fall into the typical give him a break after he's already upset system. I think alot of times teachers are so overwhelmed that they just give up on trying new things. while we came up with the taking a break replacement behavior i think there might be other ways of accomplishing the same thing. I'd be interested to find out others. the thing is he gets fixated on the object. maybe there isa way to use the object as a focus for making choices? if you do this then you get the object for example. i don't know what do you think?
This discussion is closed.
Dr. A
Post a Comment