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Data: It's Not a Four-Letter Word!

Creating a Behavior Intervention Plan and taking data
by

Drew Laurence

on 27 April 2010

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Transcript of Data: It's Not a Four-Letter Word!

Behavior Intervention Plans & Data Connecting the FBA to the BIP Transfer the FBA Target Behavior to the BIP Description of Behavior Consider what skills need to be taught for the student to accomplish the Replacement Behavior indicated in the FBA.
What are the "lagging skills"? (CPS) The skills to be taught should clearly and easily connect to the function of the behavior! Implementing the BIP Positive Reinforcers
Incentives toward intrinsic success
Ask the student what he or she wants: Use an inventory Changes in Environment
Modifications & Accommodations
"Unsolved Problems?" (CPS)
Think about antecedent interventions: How can the environment be changed so that the behavior doesn't have the opportunity to arise? Corrective Consequences
Are NOT Punishmenets
Natural and Logical What does the student need to learn?
Who will do what parts of the plan?
Teaching skills
Mods & Accoms
Reinforcement & Consequences
How will the progress be measured?
When will the plan be reviewed? Daata (it's not a 4-letter word!) Why Take Data?
Objective means of providing information to staff & families
Establishes a baseline prior to intervention
Helps the team determine if interventions are effective Types of data-taking Frequency Recording
Tally of behaviors as they occur during a specific time period
Should be a brief periods of time (hand-raising, out of seat, calling out)
# per hour (or X-minute period)
Easily converted to a spreadsheet & chart Interval Recording
Observation in set time intervals (eg. every 5 min, 30 sec, 10 sec)
Use a stopwatch: record if the behavior is or is not occuring at the interval
Can compare to a peer
Easily converted to a spreadsheet & chart Daily Progress Reports (Sticker Charts)
For student and staff use
May be tied to reinforcements
Use a quanitative scale (usually, sometimes, rarely) instead of qualitative (excellent, average, poor)
Can be on the student's desk (may help with self regulation)
May use target behavior and IEP goals on the same form
Easily converted to a spreadsheet & chart Antecedant Behavior Consequence (ABC) Recording
Useful for determining the triggers for behaviors that happen "for no reason"
Looking closely at the consequence may be helpful in analyzing what the function of a behavior is Presented by Drew Laurence, SpEd TOSA Training Objectives:
To create a BIP that clearly connects to an FBA
To create a BIP that can be implemented by a school team
To become familiar with different types of data forms and when to use them Resources Collaborative Problem Solving (CPS)
http://www.livesinthebalance.org
http://thinkkids.org/ Data materials to download
http://www.interventioncentral.org
http://public.me.com/drala
Full transcript