Charting the Cs logo with black and blue text Charting the Cs Conference 2025: To Literacy and Beyond Cooperation Communication Collaboration Understanding Challenging Behavior –the Science Behind It April 29, 2025 Kelley Foehrkolb, BCBA, LBA Kelley Foehrkolb, BCBA Work: •Board Certified Behavior Anaylist (BCBA) 8 years, Northfield Schools •District Autism Coach, Davenport, Iowa •15+ Years Elem & Secondary Special Education Teacher Variety of programs & settings: ASD, NB, DCD, Resource - Setting 1 - 4 Iowa and Colorado Kelley Foehrkolb, BCBA, cont. Education: •Bachelor's degree in Special Education & Elementary Ed oUniversity of Northern IA •Masters in Special Education oMorningside University • BCBA oFlorida Institute of Technology Understanding and Supporting Behavior in Special Education Agenda •Foundational Principles of Behavior •Setting up the environment for success •Data collection & Data Sheets Reminder All staff deal with students with challenging behaviors, sometimes they are quick and simple to respond to and sometimes they are all consuming of our day! To be the most effective and efficient in changing behaviors, we have to really understand the science behind it. Take time to learn and understand more clearly where we have the power to change behavior. Be able to leave with knowledge that you can share and teach to your co - workers to make your team well equipped to improve the days and lives of your students. Foundational Principles of Behavior •Applied Behavior Analysis (ABA) and Science of Behavior •Antecedent, Behavior, Consequence (ABC) of Behavior & Behavior Trap •Reinforcement ABA and Science of Behavior Applied Behavior Analysis Applied Behavior Analysis (ABA) is the study of behavior. Applied Behavior Analysis is a scientific approach for discovering environmental variables that reliably influence socially significant behavior and for developing a technology of behavior change that takes practical advantage of those discoveries (Cooper, Heron & Heward, 2008). ABA changes the environment in order to change the behavior. •Operant Conditioning (antecedent, behavior, consequence) vs. Classical Conditioning (Pavlov and the salivating dogs) •Newer science -- Developed in the last 70 years… still being developed & researched A side-by-side comparison of classical and operant conditioning using dogs. The classical side shows a dog drooling at a bell (stimulus-response), while the operant side shows a dog ringing a bell to go outside (behavior-reward). Facts about ABA •Highly researched based best practices •Works to decrease dependence on others •Focuses on reinforcement, not punishment •Manipulate the environment, not the person •Not just for autism or special needs The “umbrella” or basis for many teaching and intervention strategies •Used across all curriculum areas •Use it in everyday life / routines •STAR, LINKS, Reading and Math Curriculums, etc. •AIM curriculum, Safety Care, CPI •Prevent, Teach, Reinforce •Self & Match Principles of Learning Theory •Contingent use of reinforcement to increase behaviors we want to see increase. •Demonstration of the desired behaviors is “rewarded” with positive reinforcement, maintaining high motivation for improvement. •Generalization of learned behaviors and skills. What is Behavior? Behavior is… •Learned •Communication •Has a purpose •A skill that has not been learned yet •Is related to the immediate environment Understanding Behavior BEHVAIOR is EVERYTHING we do… •Challenging behaviors are those that are dangerous or that interfere with learning and functioning •Desirable behaviors are those we would like to teach and encourage. Changing Behaviors Drecrease challenging behaviors while increasing desired beahaviors ABC of Behavior and Behavior Trap The A-B-Cs of Behavior A meme using a scene from *Inception* shows one character asking, "Why did the chicken cross the road?" The other responds philosophically, "That depends. What happened immediately before and after he crossed the road?" A = Antecedent B = Behavior C = Consequence Antecedent à Behavior à Consequence A = Antecedent – What happens just BEFORE the behavior we are focused on •Focusing on the ANTECEDENT helps prevent the behavior from NEEDING to occur •Focus on triggers in the environment •Help the student solve the problem until they can learn the skills they need Antecedent à Behavior à Consequence B = Behavior – What the person DOES •Important to know and understand •Measurable and observable •Clear definition that everyone understands •Only the person can change their behavior Antecedent à Behavior à Consequence C = Consequence – What happens right AFTER the behavior. •We determine the likelihood of what behavior will occur in the future •What do you want to see MORE of? •Reinforcement! Antecedent à Behavior à Consequence Setting Events Events that happen before the antecedent or trigger for the challenging behavior. It effects the likelihood that a challenge behavior may or may not occur •Influence how we respond to student behavior •Helps to understand WHY a behavior might be occurring •“Plan A” or “Plan B” response Examples: A "H.A.L.T. Check-In" poster reminding people to assess if they are Hungry, Angry, Lonely, or Tired. Each word is paired with hand-drawn illustrations representing solutions like food, exercise, social interaction, and rest. •TRAMA •Hungry •Tired •Medication •Coffee…or no coffee •Sick •Argument before school / work The A-B-Cs of Behavior, cont. 3 Example ABC Desired Behavior: Staff ask Tabitha to complete their work, Tabitha then completes the work. When she does, staff give her verbal specific praise. Antecedent à Behavior à Consequence Staff ask Tabitha to complete their work, Tabitha then completes the work. When she does, staff give her verbal specific praise. Antecedentà Behavior à Consequence Asked to work à Completes Work. à Praise! Example ABC Challenging Behavior: When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent à BehavioràConsequence Example ABC Challenging Behavior: When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent à Behavior à Consequence Bored à Yells à Staff talk to him Behavior Trap When want behavior to stop quickly. We have to be careful… when you can get a challenging behavior to stop quickly, you are often reinforcing something else. When can get caught in a BEHAVIOR TRAP cycle. A purple circular arrow icon representing a continuous loop. It relates to the behavior trap cycle by symbolizing how reinforcing behaviors can create self-perpetuating patterns, making habits difficult to break. When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent à Behavior à Consequence Matthew: Staff: When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent à Behavior à Consequence Matthew: Bored à Yells à Staff talk to him Staff: When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent à Behavior à Consequence Matthew: Bored à Yells à Staff talk to him Staff: Student yells à Talk to him à Yelling stops When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. A flowchart illustrates the behavior cycle between a student and staff. Matthew yells when bored, prompting staff to talk to him, while staff talk to him to stop his yelling, reinforcing the cycle. Talking to Matthew gets him to stop yelling. It will also lead to more yelling in the future. •How do we keep from letting the yelling get worse? •What do we need to focus on instead of just stopping the yelling? Antecedent àBehavior à Consequence Talking to Matthew gets him to stop yelling. It will also lead to more yelling in the future. •How do we keep from letting the yelling get worse? •What do we need to focus on instead of just stopping the yelling? Antecedent àBehavior à Consequence The Behavior Trap If you find that you are able to QUICKLY stop a challenging behavior - you are probably REINFORCING A DIFFERENT FUNCTION! True and lasting behavior change takes TIME! Research shows that for every YEAR a challenging behavior is in place, it takes ONE MONTH of an intervention run with consistency and fidelity to truly change the behavior. Reinforcement We have said or heard it all “I’ve tried everything, and nothing works.” “Reinforcement doesn’t work for this kid.” “They should just follow expected behavior.” “We have a great relationship already.” “I should not have to give something special to this kid but not other kids…” “There is no time!” A meme featuring gymnast McKayla Maroney's "not impressed" face with the text, "When someone says reinforcement doesn’t work." It humorously suggests that reinforcement is effective, as the meme itself reinforces its message. The Solution… For MANY of the students / situations - focusing change on the reinforcement would change the situation with little other intervention! A meme featuring Gene Wilder as Willy Wonka with the text, "Tell me more about how reinforcement 'doesn't work'." It sarcastically challenges the idea that reinforcement is ineffective in shaping behavior. Consequences Antecedent à Behavior à Consequence They happen after the behavior •They don’t change what already happened – they change the future likelihood of what will happen •May have no effect on whether a behavior is likely to reoccur oThat is the antecedent… Reinforcement and Punishment An arrow pointing up, showing that reinforcement will increase future likelihood of the behaviors and an arrow, pointing down demonstrating punishment will reduce the future likelihood of the behavior Reinforcement will increase the future likelihood of the behavior Punishment will reduce the future likelihood of the behavior Replacement Behaviors!! Reinforcement Definition: Adding something (positive) or taking something away (negative) that will increase the likelihood of the desired behavior occurring again! A consequence that strengthens the behavior it follows. Is it Reinforcing? The big question…. Is it REALLY reinforcing??? How can we tell? The BEHAVIOR CHANGES! Making Reinforcement Effective 1.Immediate 2.Distinct 3.Descriptive 4.Preferred 5.Varied Making Reinforcement Effective: IMMEDIATE Reinforcement should happen right have the desired behavior you want to increase. Can use a conditioned reinforcement to delay delivery of the main reinforcement Making Reinforcement Effective: DISTINCT Do they know what is their reinforcement? Do they have access to it for “free other times? Why work for something you can get for free? Making Reinforcement Effective: DESCRIPTIVE Tell the person what behavior you are reinforcing! Specific Praise Making Reinforcement Effective: PREFERRED Is what they are working for liked or preferred? Is it worth changing their behavior for? How do you know what they prefer? Making Reinforcement Effective: VARIED Most people don’t like the same thing over and over. Have multiple options and provide them the opportunity to choose – even if they pick the same thing each time. Bribery vs Reinforcement Reinforcement needs to be set up ahead of time, before any behaviors occur, while bribery occurs in the middle of challenging behaviors. Please learn, understand, and teach the difference between bribery and reinforcement. A *someecards* meme shows a distressed woman with the text, "They still think that reinforcement and bribe are SAME!" It humorously expresses frustration over the misunderstanding between reinforcement (shaping behavior) and bribery (rewarding misbehavior). Bribery A flowchart compares reinforcement and bribery in parenting. The red path shows bribery, where a tantrum is rewarded with McDonald's, reinforcing bad behavior, while the green path illustrates reinforcement, rewarding good behavior with a smooth shopping trip. Does it work? Yes – for the short term! What about the long - term pattern you are setting yourself and the student up for? Bribery gets you stuck in a Behavior Trap! A purple circular arrow icon representing a continuous loop. It relates to the behavior trap cycle by symbolizing how reinforcing behaviors can create self-perpetuating patterns, making habits difficult to break. Did the reinforcement work? Yes, by definition reinforcement increases the behavior it follows. Reinforcement following good behavior in the store will increase good behavior in the store. Did it immediately stop the tantrum? No, and it’s not designed to be an immediate stop to challenging behavior. A flowchart contrasts reinforcement and bribery in parenting during a grocery trip. It highlights setting expectations beforehand, rewarding good behavior with McDonald's, and not reinforcing tantrums by withholding the reward if misbehavior occurs. How do you know if it is reinforcing? Reinforcement following good behavior in the store will increase future good behavior in the store . What kind of pattern of behavior are you setting up for the future ? It is designed to change the behavior for the long term and replace it with a skill that will help them get what they want/need in the future in a positive way! An infographic comparing reinforcement and bribery in behavior management. Reinforcement is planned, promotes lasting positive change, and keeps the adult in control, while bribery is reactive, temporarily stops behavior, and gives control to the child. Understanding the difference! Student yells when they are denied iPad. Bribery: The student cries when iPad is denied, and work is expected. Staff says, “When you calm down, you can get the iPad”. Behavior Trap: The student cries when denied iPad and work is expected. The staff gives the iPad to the student and to get the student to stop crying. Student yells when they are denied iPad. Reinforcement: The student asks for the iPad. Staff says “when you complete your work, you can have the iPad”. The student may still cry, but the iPad is not delivered until the work is completed. Planned Reinforcement: Before giving the student a direction to do their work, staff say “When you finish your work, you get iPad time!”. Student engages in work and then received iPad time immediately after. Setting up the Environment for Success Resources and Important Questions to Ask Fidelity Checks Materials to reference 10 Critical Components for Success in the Special Education Classroom •10 Critical Components for Success in the Special Education Classroom Setting up Classroom Spaces That Support Students with Autism Spectrum Disorders •Susan Kabot , Christine Reeve Setting up Classroom Spaces That Support Students with Autism Spectrum Disorders Quality Program Indicators for Children with Emotional and Behavior Disorders •Quality Program Indicators for Children with Emotional and Behavior Disorders Managing the Environment What can we do BEFORE behavior has a chance to occur, within the environment, to help ensure success? Areas we can focus on for managing the environment: •Classroom organization •Predictable classroom routines •Smooth transitions – taught and practiced? •Visual cues displayed •Student behavior and academic needs •Able to maintain group instruction •Variety of materials available to meet the learning needs of all What can we do BEFORE behavior has a chance to occur, within the environment, to help ensure success? Areas we can focus on for managing the environment: •Layout supports learning and needs •Is the environment free from overly distracting stimuli •Seating arranged for proximity control •Does staff have visual access to all students all of the time •Emotional climate is safe •Interactions are genuine •Be aware of humor and sarcasm •Schedules •Arranged to structure students and staff for success •Arranged to precent problematic times and activities ADDITIONAL QUESTIONS TO ASK •Where will schedules be stored? •Where do extra resources go? •Is the break area a safe space? •Where are teacher supplies stored? •Where are kids waiting to transition out of the room? •Where are the plugs and access to a whiteboard/smartboard? •Do you have any runners? •Where will everyday student supplies go? •Will you be cooking or doing other group activities in your classroom? •Which centers are loud? •Will you have student desks, tables, etc.? •Will you have a teacher’s desk? •Where will students store personal items? •Where will staff store personal items? •Where will technology go? Fidelity Checks Fidelity is the degree to which the program is implemented as intended, including quality and consistency of implementation. Fidelity = Consistency and Accuracy Create a system to help create open communication and feedback for teams to increase their opportunities for learning, collaboration and support. Who does a “fidelity check” Administration* Case Manager EAs / Para Educators Support Staff District Staff Fidelity checks can be done weekly, monthly, quarterly. •Fidelity checks are NOT evaluative unless they are clearly designated and determined to be used for that. Fidelity checks are predetermined and regularly applied to ensure that evidence-based practices are integrated and sustained to support the classroom / program. Examples POSITIVE BEHAVIOR SUPPORTS PLAN FIDELITY CHECKLIST STAFF: STAFF: STAFF: Intials Time Observed SCHEDULE First/Then schedule with visuals and words Y N NA Y N NA Y N NA Picture schedule with words for transitions Y N NA Y N NA Y N NA Token system Y N NA Y N NA Y N NA Predictable routines Y N NA Y N NA Y N NA Transitions are planned and taught Y N NA Y N NA Y N NA Visual Prompts are used Y N NA Y N NA Y N NA Planned and fully scheduled day Y N NA Y N NA Y N NA CHOICES When able to give options during work tasks Y N NA Y N NA Y N NA Use choice board during break and choice times Y N NA Y N NA Y N NA ADULT EXPECTATIONS Clear and concise directions Y N NA Y N NA Y N NA High expectations are established and kept Y N NA Y N NA Y N NA Follow through with directions given Y N NA Y N NA Y N NA High adult attention when demonstrating expected behaviors Y N NA Y N NA Y N NA Minimal adult attention when demonstrating inappropriate behaviors Y N NA Y N NA Y N NA TEACHING Appropriate cues and prompting Y N NA Y N NA Y N NA Appropriate level of work -not too high, not too low Y N NA Y N NA Y N NA A classroom observation checklist assessing physical arrangement, organization of materials, schedules, and visual strategies. It includes Yes/No/Not Observed columns to evaluate classroom structure and student accessibility. Fidelity Checklist Activity Open the Fidelity Checklist from 10 Critical Components book. How does your classroom currently do? How would others score this? How can you use this with your program? QR Code to access a google document "Fidelity checklist" https://docs.google.com/document/u/1/d/1p6V9giFeVuEeewmPG2zgOHcNnoNfrIFnR1FssLc4WqQ/copy Data Collection Collecting Data Types of Data Collection Critical Components of a Data Sheet Introduction •Data collection needs to be an important part of any educational programming •We use data collection in our jobs everyday, it is vital that you have a good understanding of what type of measurement strategies are available, and how to properly use them •We base decisions of interventions on measurement outcomes and therefore accurate data is key! A meme featuring Ron Swanson’s serious face with the text, "DATA COLLECTION – IT'S SERIOUS BUSINESS." It humorously emphasizes the importance of data tracking and analysis. Get Started! There is a lot of information and data collection can feel overwhelming. You don’t have to do it all but learn from it, pick a spot to start then reference back as you expand and use data to drive your decision - making for students! Don’t wait for the programming to be set and running “perfectly” - start your data collection right away, adjust it as you adjust the programming and USE the data to help you to know how to make the right changes! COLLECTING DATA Reasons for Collecting and Analyzing Data •To provide an objective and reliable method of assessing change in learning and behavior. •To improve the efficiency and effectiveness of instruction and behavior change reduction •Establishes the patterns of the behaviors •Legally required for IEPs •To document implementation of specific interventions and strategies •To provide information for resolving difficulties in making progress •To provide a common language for regular and meaningful communication of a student’s progress to other parties (parents, state, medical, etc.) Considerations When Selecting Method of Data Collection •What type of skill is being assessed (handwriting, behavior, participation, reading comprehension) •How is the IEP goal / objective or curriculum skill written (measurable / observable, criteria for mastery)? •Where is the behavior or skill being demonstrated (classroom, sped, specialist, transitions, etc.) •Who is available to take the data in a given setting (one - person, multiple support staff, gen ed teacher, EA, etc.)? •Will the data collected show the change in behavior? TYPES OF DATA COLLECTION ABC Data ABC DATA COLLECTION Antecedent àBehavior àConsequence ABC data helps to find out more about the challenging behavior. This includes discovering common antecedents that may trigger the behavior to occur, and the consequences that may be maintaining the behavior. ABC DATA COLLECTION EXAMPLE When Matthew has nothing to do, he will start to yell. When he starts to yell, staff will talk to him until he is quiet. Antecedent à Behavior à Consequence Matthew: Bored à Yells à Staff talk to him Staff: Student yells à Talk to him à Yelling stops Used in an FBA to determine function-based interventions Meant to be SHORT TERM. After this information is analyzed, we need to move on to taking data that is more likely to show effectiveness of interventions. ABC Data Example An ABC (Antecedent-Behavior-Consequence) analysis chart for behavior observation. It includes columns for date, time, antecedent, behavior, consequence, and possible function to track behavior patterns. A digital ABC Behavior Documentation Form for tracking student behavior. It includes fields for date, day of the week, time behavior started, and duration of challenging behavior. ABC Data Example, cont. 3 Teams can also use a checklist ABC sheet to reduces the amount of writing. Create lists of common antecedents, behaviors and consequences for the program or student. A behavior tracking form documenting triggers, behaviors, duration, function, and interventions. It helps analyze patterns and responses to student behaviors for effective intervention strategies. Structured ABC Checklist Example An ABC data collection form tracking antecedents, behaviors, and consequences. It includes checkboxes for identifying behavior triggers, responses, and hypothesized functions to analyze behavioral patterns. A structured ABC (Antecedent-Behavior-Consequence) analysis form documenting behavioral patterns. It includes checkboxes for triggers, behaviors, consequences, and handwritten notes for further observations. TYPES OF DATA COLLECTION Continuous Measurement Continuous Measurement Procedures •Count •Rate/Frequency •Duration •Response Latency •Interresponse Time (IRT) Count A hand holding a mechanical tally counter displaying the number "0006." This device is commonly used for counting occurrences of events, such as tracking behaviors or attendance. Count: The number of responses emitted during an observation period. How to measure: •A simple tally chart. •Tally= occurrence of target behavior Count Data Sheet Example A count/frequency data sheet for behavior data collection training. It includes fields for observation time, tallying occurrences of specific behaviors, and student identification. Frequency/Rate Frequency/Rate: •A ratio of count per observation time; •Often expressed as count per standard unit of time (e.g. per minute, per hour, per day) How to measure: •Tally number of occurrences per time of the observation Frequency/Rate Data Sheet Example Time 8:00-9:00 9:00-10:00 11:00-12:00 12:00-1:00 1:00-2:00 2:00-3:00 TOTAL Behavior (tally) Total Frequency Data Sheet (self graphs) **Consider having the student fill this out to also work on Self-monitoring A "Daily Frequency of Behavior" tracking sheet with numbered data entries. It allows for recording the frequency of a targeted behavior over a month with corresponding dates. Sample of frequency sheet graphed A sample "Daily Frequency of Behavior" tracking sheet with recorded data points. Specific numbers are circled and connected, showing a trend in behavior frequency over time. Duration •The amount of time in which a behavior occurs •Measured in standard units of time (i.e., minutes, seconds, etc ) •Important for measuring HOW LONG a target behavior is taking place Either measure duration in total duration per session or duration per occurrence •Total Duration per Session= measuring the amount of time an individual is engaged in a target behavior over a given period of time •Duration per Occurrence= Measuring the amount of time that a target behavior occurs Duration Data Sheet Example A "Duration Data Sheet" for tracking the length of behavioral responses. It includes fields for date, start and end times, total duration, and percentage of observed time. A "Duration Data Sheet" for tracking the length of behaviors across a school week. It includes sections for start and end times, duration, and percentage calculations for observation analysis. Duration and Frequency Data Collection Example A "Frequency Duration Recording Chart" for tracking behavioral occurrences and duration. It includes sections for time periods, tallying behaviors, and calculating totals for two target behaviors. A behavior tracking sheet for recording occurrences and duration of specific actions like leaving the room or being out of seat. It includes tally sections, total daily counts, and space for additional notes. What measurement should we use? Measure the impact of a child that is leaving his seat during class Count/Frequency Pro: Count will allow us to know how many times the child left their seat Con: This will not give us a good measure of how much time the child is out of their seat Measure the impact of a child that is leaving his seat during class Duration per Session •Pro: Will give us a good idea of how much time the child is spending out of their seat •Con: Does not allow us to determine how much time the child is out of their seat per occurrence Measure the impact of a child that is leaving his seat during class Duration per Occurrence •Pro: This will allow us to measure repeatability AND Temporal Extent. •This will often be preferable as it will present us with the most information Response Latency How much time elapses between a stimulus or antecedent and the initiation of a response •A parent telling a child to pick up their toys (antecedent) and measuring how long it takes before the child starts pick the toys up) The time elapsed will be beneficial regardless of if you are wanting to increase or decrease time between a response. For example, you may want to decrease the amount of time between a teacher prompt and a student response, but you may want to increase the time between a parent saying “wait” and the child making the request again. The time elapsed will be beneficial regardless of if you are wanting to increase or decrease time between a response. For example, you may want to decrease the amount of time between a teacher prompt and a student response, but you may want to increase the time between a parent saying “wait” and the child making the request again. Latency Data Sheet Example A latency data tracking table for recording the time between an instruction/prompt and the start of a behavior. It includes columns for date, time prompts are given, behavior initiation, total elapsed time, and average latency. InterresponseTime (IRT) The amount of time between two consecutive target behaviors Similar method as Latency, but instead of time between prompt and behavior, it is between two occurrences of the same behavior Example: The time elapsed between a child hitting another child in the classroom Examples of when to use IRT: •The time elapsed between a child hitting another child in the classroom •Bites of food •Problems answered on worksheet •Checking phone •Blurting An Inter-Response Time (IRT) Data Sheet for tracking the time between occurrences of a specific behavior. It includes columns for date, time of occurrence, time between behaviors, and an average IRT calculation. IRT Data Sheet Example TYPES OF DATA COLLECTION Discontinuous Measurement Discontinuous Measurement Procedures Interval Recording •Whole •Partial •Momentary Time Sampling •Trials-to-criterion A meme featuring Andy Dwyer from *Parks and Recreation* with the text, "I'M SUPER CONFUSED ABOUT DATA COLLECTION AND AT THIS POINT I'M TOO AFRAID TO ASK." It humorously conveys frustration with understanding data collection. Interval Recording Also called Time Sampling A method of observing behavior during intervals or at specific moments in time •Divide up the observation period into time intervals and then record the presence or absence of the behavior Measures obtained by these “samples” are suppose to represent the behavior during the entire time period from which the behavior was collected. Interval Recording Example A "Time Sampling Record Sheet" for tracking behavior in 10-minute intervals. It includes columns for whole, partial, and momentary interval recording, allowing observers to document behavior presence and frequency. Whole-Interval Recording Typically used to measure continuous behaviors (i.e. playing) or very high - frequency behaviors (i.e., rocking) Typically broken down into 5 - 10 second intervals where behaviors must occur for the entire interval to be recorded (i.e., child must be at his desk looking at his homework for the entire 5 second interval to be considered “on-task”) May underestimate time engaged in a behavior (i.e., would not record a behavior if it occurred for 9 out of 10 seconds) Whole Interval Data Sheet Example *Note that most interval data sheets can be used with whole, partial, and momentary time sampling A whole interval recording data sheet for tracking student engagement in tasks. It includes a checklist of behaviors, observation instructions, and a 10-interval table for marking behavior occurrence. An interval recording form for tracking student behavior using partial or whole interval methods. It includes sections for time intervals, behavior occurrence, and percentage of intervals observed. Partial-Interval Recording Similar to whole - interval recording, but partial - interval recording will record behaviors that take place at ANY time during a set interval May overestimate the occurrence of behavior (i.e., If the behavior only occurred during 1 second of a 10 second interval) This may also under - estimate the occurrence of high frequency behavior (i.e., If a person blurts 4 times in a 10 second time - frame) Pro: An observer is able to record several behaviors at once Partial-Interval Data Sheet Example A "Sample Interval Recording Form" for tracking behavior data over time. It includes fields for participant details, behavior observation, and a grid for recording intervals and percentage of occurrences. Partial Interval Data Sheet Example A time-sampling data sheet with a grid for recording observations at five-minute intervals. It includes time slots from 8:00 AM to 2:00 PM for tracking behavior occurrences. Momentary-Time Sampling Measuring whether or not a behavior is taking place at the end of a given interval of time An advantage is that an observer does not need to constantly observe the individual as with whole-and partial-interval recording A disadvantage is that a great deal of behavior will be missed Typically, Momentary Time Sampling is used to measure continuous behaviors (i.e., engagement in particular activities) Momentary Time Sampling should not be utilized when examining low - frequency behaviors Should not have intervals over 2 minutes in length. When intervals get too long, the data does not correspond with other methods of behavioral observation Momentary-Time Sampling Data Sheet Example A "Momentary Time Sampling" recording form for tracking behavior in 15-minute sessions using 10-second intervals. It includes spaces to mark occurrences and calculate percentages of observed behavior. Planned Activity Check Similar to momentary - time sampling, but with a group Used to measure group behavior •Great method to track class management interventions Uses a head count at the end of each time interval E.g., The number of students scored on-task while completing a reading assignment. Planned Activity Check Sample A comparison table of interval recording methods, including partial interval, whole interval, and momentary time sampling. It outlines their definitions, advantages, and disadvantages for behavioral data collection. Trials-to-Criterion The number of response opportunities that an individual needs in order to achieve a predetermined level of performance (i.e., how many trials does it take for a student to learn to tie their shoe) Can be reported as individual trials or by blocks of trials (i.e., how many blocks of 10 presentations did it take for a child to score 100% on a test) Can also be used to measure a child’s acquisition of a new skills (i.e., how many trials to teach the color red compared to subsequent trials to teach new colors Trials-to-Criterion Data Sheet Example With this example, if you set mastery criteria at independent response 80% of trials over three consecutive days, you can easily count number of trials it took to get to mastery. The goal would be that as they learn the concept of “matching familiar objects” the trials-to-criteria would decrease with new responses. A data tracking sheet for matching familiar objects, including target and distractor items. It records trials, accuracy percentage, prompt levels, and observations over four weeks. PERMANENT PRODUCT Permanent-Product Recording Measuring a behavior after is has occurred by measuring the effects that the behavior produced on the environment. Does not refer to any particular measurement method or procedure Helpful when real - time measurement is hard to obtain by the teacher/practitioner or is not needed. Can include natural or contrived outcomes •Natural examples: written spelling words, Math test grade, picking up trash, broken pencil, etc. •Contrived examples: video or audio tapes for oral read - aloud, taking pictures of block constructions Permanent-Product Data Sheet Example A "Permanent Product Form" for tracking behavior occurrences based on measurable outcomes. It includes fields for behavior definition, observed products, frequency, opportunities, and percentage of occurrence. Permanent Product Data Sheet Example Filled Out A permanent product data sheet example tracking correct answers on homework assignments. It includes behavior definitions, recorded occurrences, total opportunities, and percentage calculations for accuracy. Choosing a Data Collection Method A chart titled "Choosing a Data Collection Method" that matches different types of behaviors with appropriate data collection methods. It includes methods like frequency, duration, interval recording, latency, and permanent product tracking. CRITICAL DATA SHEET COMPONENTS •Student Name •Directions •Definitions •Staff Initials •Clear Time Frame •Data collection space A meme featuring former U.S. President Barack Obama pointing, with the text, "OH. YOU SAY IT'S ON THE DATASHEET? PROVE IT." It humorously emphasizes the importance of data-backed evidence. Data Sheet Directions •Each data sheet need to have SIMPLE and CLEAR directions written on the paper. •These directions make it clear to anyone who needs to use the sheet the expectations for why and how to use the sheet. •Don’t assume everyone knows what to do! Definitions An operational definition of behavior or a skill describes what the behavior or skill looks like in a way that is observable, measurable, and repeatable. A definition of behavior should include 4 elements: Label Definition Examples Non-Examples Can 2 or more observes the student’s behavior and agree when it is occurring and not occurring? Staff Initials Recommendation: having a place for staff to indicate WHO is filling out the data sheet during designated times. •Can use this to add in analyzing another factor that might be affecting behavior •Helps to know staff that may need support for how / what data is being collected •Great to know who is following through with expectations and allows you to provide reinforcement to them! Clear Time Frames Make sure that it is clear when data is collected and where that should be put on the data sheet. Can break it down by: •Classes •Set intervals •Location •Day of the week •etc Sample Data Sheets An "Intensity Frequency Data" sheet for tracking behavior severity and occurrence over time. It includes sections for ratings, frequency counts, and graphical representation of data trends. 123465 1.Student Name 2.Directions 3.Definitions 4.Staff Initials 5.Clear Time Frame 6.Data collection space 1.Student Name 2.Directions 3.Definitions 4.Staff Initials 5.Clear Time Frame 6.Data collection space An "Independent Work Station" data sheet for tracking student performance and support levels. It includes sections for task details, staff initials, prompt levels, and notes on student engagement. 1234562 Collection Consideration Guide A checklist for planning data collection, covering methods, materials, and storage. It includes questions about behavior measurement, required tools, and data management across environments. Created a consideration guide for setting up data collection •Use this to think about all the “what ifs” as you develop data collection •Not all things will be necessary or relevant to you Data Collection Guide QR Code to access a google document https://docs.google.com/document/u/1/d/10WswUT2pA0AjW6ZERpoHrhwZGu3C-4pMk9kAycHOCfw/copy A checklist for planning data collection, covering methods, materials, and storage. It includes questions about behavior measurement, required tools, and data management across environments. Charting the Cs logo with black and blue text Thank you! Kelley Foehrkolb, BCBA, LBA kfoehrkolb@northfieldschools.org