Data collection
The data collection tool that the teacher utilized to observe Kyle’s behaviors was even recording or frequency recording. Event recording measures how long a behavior occurs and is appropriate when the goal is to increase or decrease the number of times a behavior occurs, in Kyle’s case the number of times during the week that he exhibits disruptive behavior such as yelling, profanity, and bullying. Kyle has a clearly observable beginning and end that occur at a specific time of day for a brief time rather than all day. Baseline data was taken for four days to analyze the antecedent, behavior, consequence, and duration of Kyle’s unpleasant behavior before implementing a new intervention plan.
The teacher utilized a functional behavior assessment and other items for data collection purposes. A timer was set to record the length of Kyle’s behavior during his math class from 9:30-10:30 AM daily. The teacher then charted the frequency of the behaviors by time of day, the amount of behaviors per day, the duration of the behaviors, and the reaction Kyle had to previous intervention being practiced, for example, office referrals and being scolded. The teacher timed the beginning and end of Kyle’s disruptive behavior during the four days. Unlike other measurement systems, event recording requires data conversion to percentage prior to graphing.
Antecedent …show more content…
The teacher was able to identify that the data she needed to record was restricted event recording because she realized the behavior only occurred in response to specific antecedent stimulus which was the transition and instructions in math class. She observed that Kyle would display negative verbal aggression when given math worksheets to do on his own or when he was called on to place his work on the
The data collection tool that the teacher utilized to observe Kyle’s behaviors was even recording or frequency recording. Event recording measures how long a behavior occurs and is appropriate when the goal is to increase or decrease the number of times a behavior occurs, in Kyle’s case the number of times during the week that he exhibits disruptive behavior such as yelling, profanity, and bullying. Kyle has a clearly observable beginning and end that occur at a specific time of day for a brief time rather than all day. Baseline data was taken for four days to analyze the antecedent, behavior, consequence, and duration of Kyle’s unpleasant behavior before implementing a new intervention plan.
The teacher utilized a functional behavior assessment and other items for data collection purposes. A timer was set to record the length of Kyle’s behavior during his math class from 9:30-10:30 AM daily. The teacher then charted the frequency of the behaviors by time of day, the amount of behaviors per day, the duration of the behaviors, and the reaction Kyle had to previous intervention being practiced, for example, office referrals and being scolded. The teacher timed the beginning and end of Kyle’s disruptive behavior during the four days. Unlike other measurement systems, event recording requires data conversion to percentage prior to graphing.
Antecedent …show more content…
The teacher was able to identify that the data she needed to record was restricted event recording because she realized the behavior only occurred in response to specific antecedent stimulus which was the transition and instructions in math class. She observed that Kyle would display negative verbal aggression when given math worksheets to do on his own or when he was called on to place his work on the