Vocabulary (Data Collection & Baseline, Chapter 4) Flashcards
Screening
Informal teacher screening wherein the teacher takes into account all available assessment data to identify potential targets for instruction. Then sits down with the student to informally assess where they are at before identifying a behavioral objective and doing a formal baseline assessment to determine present levels of performance.
Prerequisite Assessment
After screening, the teacher assesses do determine what pre-requisite skills may be needed. This may focus on behavior, communication, mobility, ability to follow specific prompts, need for AT etc.
Behavioral Objectives
Developed based on assessment data, and is written in a CLBC format.
C = condition
L = learner
B = behavior
C = condition
Example: During arrival and departure to school, Reggie will independently board and exit the school bus without errors based on the following task analyses for 5 consecutive school days.
Boarding
1. Use left hand to grasp had bar (maintain grasp)
2. Step up 1 step w/right foot (maintain grasp)
3. Step up 1 step w/left foot (maintain grasp)
4. Step onto main surface with right foot (maintain grasp)
5. Release grasp on hand bar
6. Step onto main surface with w/left foot
7. Walk in center to 4th row, left side
8. Remove backpack and hold in front
9. Sit down
10. Place backpack to left
11. Buckle seatbelt
Deboarding
1. Unbuckle seatbelt
2. Get backpack
3. Stand
4. Put backpack on
5. Walk to exit
6. Use right hand to grasp hand bar (maintain grasp)
7. Step down 1 step w/left foot (maintain grasp)
8. Step down 1step w/right foot (maintain grasp)
9. Step onto pavement w/left foot
10. Release grasp on hand bar
11. Step onto pavement w/right foot
Discrete Behaviors
A behavior that consists of a single step (i.e., recalling math facts).
Chained Behaviors
A complex behavior that can be broken down into multiple steps (i.e., skills) that when chained together make up the complex behavior (i.e., washing hands).
Task Analysis
A way to break down a complex chained behavior into smaller steps.
For Example:
Brush Teeth
1. Get toothbrush
2. Get toothpaste
3. Unscrew toothpaste cap
4. Turn on water
5. Rinse toothbrush
6. Turn off water
7. Squeeze pea size paste on brush
8. Brush outside upper teeth (20 sec.)
9. Brush inside upper teeth (20 sec.)
10. Brush outside bottom teeth (20 sec.)
11. Brush inside bottom teeth (20 sec.)
12. Brush upper chewing surfaces (20 sec.)
13. Brush bottom chewing surfaces (20 sec.)
14. Brush tongue
15. Spit out toothpaste
16. Turn on water
17. Fill cup w/water
18. Turn off water
19. Rinse mouth
20. Spit out the water
21. Rinse toothpaste
22. Put toothbrush away
Form and Function
The function of a behavior is the outcome of the behavior (e.g., folding towels for employment). The form of the behavior is how the behavior is performed (e.g., folding a towel to match a Hilton Hotel’s standard).
NOTE: The form and function go together. If the function is folding towels for independent living then the form would match the home preference for how to fold the towels. If it is a job then the form would need to match the employer’s expectations.
Baseline Assessment
This is a formal assessment where you measure the student’s current present levels of performance on a specific behavioral objective.
Note: This data is needed to both confirm if instruction is needed and to later compare performance during instruction to determine if the instruction is working.
Guidelines for Conducting Baseline Assessment
This is an assessment. No instruction should occur during an assessment (otherwise you are measuring their response to your instruction versus what they know already). I will recommend that you do not reinforce either to get a true baseline assessment (as reinforcement is an instructional strategy).
Additional guidelines include a 1:1 assessor format and potential eliminating distracting stimuli if possible during the assessment.
Baseline Assessment for Discrete Skills
To conduct a baseline assessment for discrete skills you simply present the antecedent stimulus (i.e., discriminative stimulus) and record the student’s response to that stimulus as incorrect or correct.
Baseline Assessment for Chained Skills
There are two formats to conduct a baseline assessment for chained skills. These are Single Opportunity and Multiple Opportunity.
Single Opportunity = Each antecedent stimulus (i.e., discriminative stimulus) is presented for each step. Record the student’s response to that stimulus as incorrect or correct. As soon as the first incorrect occurs, end the baseline assessment session. This format is good for very long task analyses where students may become frustrated during the assessment. However it may result in limited data.
Multiple Opportunity = ach antecedent stimulus (i.e., discriminative stimulus) is presented for each step. Record the student’s response to that stimulus as incorrect or correct. If an incorrect response is given, complete the step without the student observing you (to avoid instruction via observation) to then assess the next step. This is difficult to do but ensures you collect data on each step in the task analysis.
What is the minimum number of baseline sessions needed to establish a stable trend.
3 sessions will = 3 different data points in time. You need at leas three data points to graph a line. Once the line is graphed you can visually see if you have a stable baseline.
Note: A stable or decreasing line is needed to establish a reliable baseline performance.
All data sheets have these three parts.
Situational Information = learner and teacher initials, the skills, and setting.
Performance data = space on the data sheet for recording how the student did, with clear labels for each target behavior in each instructional trial, for each session.
Summary information = space on the data sheet to summarize performance plus a data coding key.
Formative Data
Data you collect each time you teach an instructional session.
Note: This daily progress is analyzed to make any needed adjustments to instruction.
Why do we graph the data?
In systematic instruction formative data is graphed. We use visual analysis to visually examine if our students are making timely progress. Comparing students trend line to the aim line can tell us if our student is on track to meet their behavioral objective.
