Special Education 417517 Direct Behavioral Observation Basic Principles

Special Education 417/517 Direct Behavioral Observation

Basic Principles and Concepts n n A procedure in which observers develop operational definitions of the targeted behaviors of interest, observe the subjects and systematically record their behavior. Easily linked to the development of interventions. IDEA requires observation in the evaluation of EBD Provides functional information regarding the behavior and its environmental relationships

Methods of Observation n Naturalistic Observation q q q Observe and record behaviors at time of occurrence in natural setting Uses trained, objective observers Behavioral description system requiring little inference Minimally intrusive School is highly conducive to this type of observation

Methods of Observation n Analogue Observation q q q q Designed to simulate the conditions of the natural environment Requires a highly structured and controlled setting in which behaviors of concern are likely observed. Indirect measurement procedure Examples – parent child role play interactions Generalization issues - / high degree of inference Allows for greater control of environment Requires structure of observational setting to closely resemble natural environment

Methods of Observation n Self Monitoring q q Target child is trained in observing and recording their own behavior Advantages – low cost and efficiency, can tap into covert private thoughts and its lack of intrusiveness Disadvantages – reliability / validity, difficult to train child Need to provide sufficient training, use formal observation forms, require minimal energy for self monitoring procedures, conduct reliability checks and reinforce subject.

Observational Coding Procedures n n How we record observational data. Four types most commonly used q q Event Recording (frequency recording) Interval Recording Time Sample Recording Duration and Latency Recording

Event / Frequency Recording n n A count of how many times target behavior(s) occur during the length of the observational period Best suited for behaviors that: q q q n Have clear beginning and end Should take approximately the same amt of time to complete each response every time the behavior occurs Behaviors should not occur so frequently that it is difficult to separate occurrences Can be used sequentially for ABC

Interval Recording n n n Select a time period for the length of the observation Divide the time period into equal intervals Record whether the target behaviors occurred during each interval Example: 30 min. obs divided into 90 equal intervals 20 second each Usually less than 1 hr long, intervals no more than 30 sec long – Timing device needed Two types – Whole and partial interval

Interval Recording n Whole interval: The behavior must be observed during the entire interval to be recorded q n Good for behaviors that are continuous (on task behavior) and intervals that are short to medium in length Partial interval: Observer codes behavior if it occurs at any time during the interval q Good for behaviors that are low frequency and observed over fairly long intervals of time

Time Sample Recording n n Observation period is divided into intervals of time (like interval recording) Behavior is observed only momentarily at the prespecified intervals (e. g. , at the end of a 1 minute interval – on task, not on task) Intervals can be divided randomly or in unequal units Useful for behaviors that occur at a moderate but steady rate

Time Sample Recording n Advantages q q q n Require only one observation per interval Less subject to the problems of getting off track Useful for teachers who need to do other things during observation Disadvantages q q Because you are only recording for a brief moment in each interval you can miss many important behaviors Conclusions may be based on incomplete information

Duration / Latency Recording n n Focus is on the temporal aspects of the targeted behavior Duration Recording q Focused on how long the behavior lasts (e. g. , out of seat behavior, temper tantrums) n n Difference between a student who gets out of his seat three times during thirty minutes and student who gets out of his one time for thirty minutes Latency Recording q Focused on how long it takes behavior to begin (e. g. , time between directive and follow through)

Validity Issues in Observation n n Defining a behavioral domain too broadly nor too narrowly Scorer Generalization – Assessment data may vary because of differences between scorers Observer Drift – Tendency to depart gradually from original def. of how to code behavior Need for Social Comparison Data – helps to determine nature and severity of the problem

Validity Issues in Observation n Reactivity Problems – obtrusiveness q n Situational specificity of behavior q n Use multiple settings if this is a concern Inappropriate recording techniques q n Observe on playground, enter at transition times, sit in back of room, adjustment periods The dimensions of the behavior and the recording system used must mesh to a reasonable degree Biased expectations / outside influence q Be strong and objective

Functional Behavioral Assessment n IDEA requires an FBA for students engaging n n in behaviors that interfere with the educational process Looking at the functional relationships between behavior and suspected causes of the behavior Primary goal is to develop hypotheses about the probable functions that the behaviors serve and to test these Hx by implementing an intervention.

Functional Behavioral Assessment n n n Phase 1 – Description – Determine settings, frequency, intensity, duration, previous interventions, and educational impact. Phase 2 – Function – Use information to form hypotheses regarding the function and use these to guide intervention Phase 3 – Interventions – Start and monitor

Observational Coding Systems n School Based q Child Behavior Checklist – Direct Observation Form n n q Behavior Coding System n q 96 items rated on a four point scale following 10 min. observation Event recording – written narrative during observation Time sampling – Record whether child was on task at the end of each 1 minute interval Internalizing and Externalizing scores Designed to measure patterns of coercive behavior and aggression on playground and in classroom BASC Student Observation System (SOS)

BASC – Student Observation System n 15 minute observational system designed for n use in classroom settings Defines 65 specific target behaviors that are grouped into 13 categories q q n 4 categories – positive adaptive behaviors 9 categories – problem behaviors Uses momentary time sampling approach q q 15 minutes – 30 intervals of 30 seconds each At end of each interval child’s behavior is observed for three seconds

BASC – Student Observation System n n At the end of the observation period, the observer provides narrative information Drawbacks q q No information on reliability No norms Limited information on the validity of the categories Not useful for FBA – no antecedent information

Narrative Observation n n Observation in any setting where descriptive narrative provides information on behaviors Common in assessment where formal coding system is not necessary (overkill) or inappropriate Flexible, provides ongoing analysis Include date, running time tally, activity observed and play by play Easy to incorporate into reports

Behavior Rating Scales BASC, CBCL, Conners, PIY

Characteristics of Behavior Rating Scales n n Less direct than observations or interviews They measure perceptions of specified behavior by someone who knows child q n Parent, Teacher, Primary Caregiver, Self report One of the most commonly used instruments in a socio-emotional / behavioral assessment

Ratings vs. Checklists n Checklists – A list of symptoms or behavioral descriptors that rater checks if present q n Checks are summed – additive in nature Rating Scales – Allow rater to indicate if whether symptom is absent/ present, also to what degree q q 0=never 1=sometimes 2=frequent Allows for more precise measurement of behavioral frequency or intensity

Advantages of Behavior Rating Scales n Less expensive in terms of professional time and n n n training Provide data on low frequency but important behaviors not always seen in observations More objective and reliable than interviews or projectives Can be used to assess children who cannot readily provide information about themselves Capitalize on observations over a period of time Capitalize on judgments and observations of persons who are highly familiar with subject

Problems with Behavior Rating Scales n n Rating scales provide a portrait or general idea of behavior. They do not provide actual observational data Response Bias q q q Halo effects – positive because of other positive characteristic Leniency effects – overly generous or overly critical Central tendency effects – proclivity to select midpoint ranges

Problems with Behavior Rating Scales n Error Variance cont. q q Source variance – different raters have different ways of responding to the rating format Setting variance – related to situational specificity of behavior Temporal variance – behavior is likely to change over time as is informants approach to the rating Instrument variance – different scales may be measuring different hypothetical constructs

Behavior Rating Scales n Behavior Assessment System for Children q n Child Behavior Checklist q n CBCL-TR, CBCL-YSR Conners’ Parent Rating Scales – Revised q n BASC-PRS, BASC-TRS, BASC-SR TRS – long / short, PRS – long / short, Self report Personality Inventory for Youth