Data Collection
Since every child is unique in personality, not every child can respond to one single methodology. Data plans will be individualized to the student while also addressing the "core deficits" common to children with autism spectrum disorder. Programs and methodologies used in the classroom setting should be based on the most current, valid research in both child development and autism. Data collected will focus on behavioral, social communication and emotional regulation.
Written Behavior Plan
A written behavior plan should be in place to meet the needs of each child’s targeted behavior(s). Behaviors can include academic, social or emotional needs. All adults who work with the student or who come in contact with them should be informed of the plan and implement it.
Steps in Creating a Behavior Plan
Step 1:
Data must be collected prior to an intervention to establish a baseline. This will serve as a marker to compare the performance after the intervention is in place. To establish a baseline, a Functional Behavior Assessment will be completed by the classroom teacher. This assessment is designed to figure out why the student is engaging in the behavior. During this assessment the teacher will take note of his/her observations and conduct interviews. Some examples of questions to ask are:
Does the student engage in the behavior with one person and not another or with many?
Does the behavior only happen in the morning, afternoon or during centers?
This assessment can then be used to develop a Behavior Intervention Plan. To retrieve the Functional Behavior Assessment form click below.This assessment will then be used to develop a behavior intervention plan, where the antecedent, behavior and consequence will be determined.
Data must be collected prior to an intervention to establish a baseline. This will serve as a marker to compare the performance after the intervention is in place. To establish a baseline, a Functional Behavior Assessment will be completed by the classroom teacher. This assessment is designed to figure out why the student is engaging in the behavior. During this assessment the teacher will take note of his/her observations and conduct interviews. Some examples of questions to ask are:
Does the student engage in the behavior with one person and not another or with many?
Does the behavior only happen in the morning, afternoon or during centers?
This assessment can then be used to develop a Behavior Intervention Plan. To retrieve the Functional Behavior Assessment form click below.This assessment will then be used to develop a behavior intervention plan, where the antecedent, behavior and consequence will be determined.
functional_behavior_analysis_form.pdf | |
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Step 2:
The teacher will determine the time span of the intervention to ensure there is enough data to be collected to clearly demonstrate whether that intervention was successful. It is recommended that an intervention last at least 8 instructional weeks.
The teacher will determine the time span of the intervention to ensure there is enough data to be collected to clearly demonstrate whether that intervention was successful. It is recommended that an intervention last at least 8 instructional weeks.
Step 3:
Set an intervention goal to indicate that the intervention was successful.
Set an intervention goal to indicate that the intervention was successful.
Step 4:
The teacher will also decide how student progress is to be summarized, either through mean, median, ascending/descending, etc.
The teacher will also decide how student progress is to be summarized, either through mean, median, ascending/descending, etc.
Step 5:
Evaluate the intervention outcome, in which the teacher will directly compare the actual student progress with the goal originally set. If actual student progress does not meet the goal, another intervention plan should be considered.
Evaluate the intervention outcome, in which the teacher will directly compare the actual student progress with the goal originally set. If actual student progress does not meet the goal, another intervention plan should be considered.
Data Collection
A data collection system should be in or near each area of the classroom. Data should also be collected when students go to other areas of the school, such as specials, OT, PT, etc.
Each student should have their own binder or folder containing the student’s history of their behavior charts. A clipboard can be used to track current data and should then be placed into their binder once it is complete.
Data should also be collected to track each student’s IEP objectives and goals. Folders or binders should contain the student’s objective for each area and activity that day. Data should be organized in the folder or binder according to categories, such as communication goals, fine motor, etc. All data collected and observed should be both observable and measurable.
Each student should have their own binder or folder containing the student’s history of their behavior charts. A clipboard can be used to track current data and should then be placed into their binder once it is complete.
Data should also be collected to track each student’s IEP objectives and goals. Folders or binders should contain the student’s objective for each area and activity that day. Data should be organized in the folder or binder according to categories, such as communication goals, fine motor, etc. All data collected and observed should be both observable and measurable.
Types of Data
Frequency- number of times a behavior occurs
Duration- amount of time a behavior occurs
Latency- amount of time between the start of the opportunity and the behavior
Percent- number of occurrences out of the number of opportunities
Intensity- physical force or magnitude of response
Time Sample- observation period divided into intervals
Permanent Product- count of the behavior by observing the product
Interval recording- recording behavior in intervals
Frequency- number of times a behavior occurs
Duration- amount of time a behavior occurs
Latency- amount of time between the start of the opportunity and the behavior
Percent- number of occurrences out of the number of opportunities
Intensity- physical force or magnitude of response
Time Sample- observation period divided into intervals
Permanent Product- count of the behavior by observing the product
Interval recording- recording behavior in intervals
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Using the iPad & iPhone
This app will allow the teacher to track behavioral data in the classroom.
Reinforcers
Tokens or other reinforcers, chosen specifically for each student, is a great motivation. Reinforcers can be primary or secondary, but should be age appropriate for the student’s age. Some example reinforcers may include toys, books of interest, food or anything a student finds motivating. Each student should have their own bag or box of reinforcers at each work area. Although positive and negative reinforcers can be used, positive reinforcers are highly recommended.
The use of visuals should be used to show the student what reward they will earn for positive behavior. Token boards are often a great visual representation. Clear expectations are expressed by using icons, visual signs or written words.
For more information on reinforcers and behavioral intervention click below.
The use of visuals should be used to show the student what reward they will earn for positive behavior. Token boards are often a great visual representation. Clear expectations are expressed by using icons, visual signs or written words.
For more information on reinforcers and behavioral intervention click below.
Tips
To increase motivation, a less favored activity should be offered first, then a highly preferred activity so the student has to earn their preferred activity.
It is helpful to remove any problem items that may trigger behavior issues. Therefore, the teacher and other adults should always be mindful of this.
Positive body language should also be used to decrease the probability of problem behavior. Standing over the student, folded arms and frustrated facial expressions can increase the probability.
It is helpful to remove any problem items that may trigger behavior issues. Therefore, the teacher and other adults should always be mindful of this.
Positive body language should also be used to decrease the probability of problem behavior. Standing over the student, folded arms and frustrated facial expressions can increase the probability.