SPED 743

Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

School: _KES____ District: S Date: _8/8/16_

Team Members:
1. Samantha Seeger 5. ___________________________________

2. _______________________________ 6. ___________________________________

3. _______________________________ 7. ___________________________________

4. _______________________________ 8. ___________________________________

Coach or Instructor: Dr. Royer

Step 3: Collecting Baseline Data

Directions: Complete step three, see notes in RED.

Check when Item

completed
X Complete and confirm pages 1 through 4 on HO 6 Planning Sheet
(Reviewed by Instructor and Posted )

X What is the behavioral dimension you are focusing on? (see pages 1 and 2,
under target and placement behaviors in HO 6)
Explain here:
*For SPED 743, write your response here.
I focused on the target behavior which refers to any behavior that engages in
activity other than what Mom or Dad says or does. Commented [DR1]: In your previous submission I referred you
to Cooper et al. (2007) page 75 to help revise this. There are a set
number of dimensions there to choose from and then explain.
X What measurement system did you select to measure behavior? (see pages 1
and 2, under target and placement behaviors in HO 6)
Explain here:
*For SPED 743, write your response here.
Commented [DR2]: But, on your planning form below, you
I chose to use partial interval to see how many times the behavior occurredif wrote WHOLE interval for both target and replacement behaviors.
there was a certain time frame the behavior occurred. I used two minute Which did you actually use?

intervals over a course of 20 minutes. Same comment as last submission, partial interval does not measure
how many times a behavior occurs. Im concerned that you may not
understand this? This is a key concept on data measurement you
need to show comprehension on!
Form Updated: December 11, 2017December 4, 2017
From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.

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SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Check when Item

completed
X Describe the data collection procedures you will use to measure the behavior:
materials needed, data collection sheet, scheduled observation times.
Explain here:
*For SPED 743, write your response here.

I chose to observe R.M. around dinner time and shortly before bed because I
felt that her behaviors occurred more around then. During the interview I had
with Mom, it was clear that this behavior didnt have a designated time, but
from the information gathered it seemed to occur when R.M. was tired. For
this observation period I will need a timer/clock, homemade data collection
sheet, pencil and the scheduled observation times between 6:00 p.m. and 7:00
p.m. I chose to go with partial interval because I wanted to see how many
times the behavior occurred during that time period. I chose to use two
minute intervals over a course of 20 minutes.

X How did your team become reliable in data collection?

Explain here:

I used the same data collection on a different person in order to become

reliable in data collection. I observed someone who was in high school at the
same time between 6:00 and 7:00 p.m. and who had a similar behavior.
X How many reliability data observations were completed?
*For SPED 743, answer to the left.
3Sessions
Commented [DR3]: Same comment, please make revisions
when doing a resubmit: This sounds like really good practice! But
how did you team become reliable in data collection before you
started baseline collection? If you didn't have someone just needs to
be written up as a limitation. It looks like you have conflicting info,
some places you say no IOA was possible, but it look like the dad

What was the percent of agreement between observers (inter-observer

agreement; IOA) on the data collection training (reliability training)?
did IOA when looking at the data sheet. I'm confused!

Commented [DR4]: How can this be NA if you say you

n/a % *For SPED 743, answer to the left. practiced below?

I did not have access to an inter-observer for the reliability training on

another person. I did have an inter-observer for RM with whom I am using
for this particular project. I was able to access a special education teacher to
assist me with IOA with RM where we practiced prior to starting an official
observation. Commented [DR5]: This doesnt quite make sense. The person
who helped you out as secondary data collector for RM, that IS the
X How many baseline data points did you collect? person you needed to train with and report procedures above for how
(Posted ) you became reliable in order for him/her to be able to collect data
3 data points with you for IOA. Your last sentence here, that you practiced prior
*For SPED 743, answer to the left. to starting, that IS the practice you need to have described above
and reported how many sessions (e.g., 3 in a row at 80% or higher)
and what your average IOA was.
X How many baseline data points included IOA? (at least 25% of observations)
(Posted )
1 point with Commented [SS6]: I misread the question, I thought it was
*For SPED 743, answer to the left. restating the above. I missed where it said with IOA.
IOA
Commented [DR7R6]: Thank you for clarifying!

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
2
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Check when Item

completed
X What was your IOA for baseline?
*For SPED 743, answer to the left.
_90_ %
X Graph your baseline data
(Posted )

Complete and turn this checklist into your coach.

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
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SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Functional Assessment and Behavior Intervention Plan: Planning Form

Student Name: RM Student ID: ___________

School: KES Date of Birth: 10/12/09

Parent(s): Mr. and Mrs. Dave and Chris Marek Parent(s) Contact Number: _860-305-3055_

Date of Assessment: 7/25/16 Teacher:

Person conducting the assessment: Samantha

Role: Behavior Specialist Teacher Intern X University Student Other

Identifying the Problem: Defining Target and Replacement Behaviors

Target Behavior: Off task

Operational Definition (observable, measurable, repeatable): Off-task behavior refers to any

behavior that engages in activity other than what Mom or Dad says or does.

Examples: Hitting, yelling, crying, stomping feet

Non-examples: Taking belly breaths, using anger avoiding strategies, taking cool off time

Data Recording System (e.g. Event Recording, Permanent Product): Time Sampling- whole
interval recording.

Replacement Behavior: On task

Operational Definition (observable, measurable, repeatable): On-task behavior refers to any

behavior that involves attending to parental instruction or engaging in chores (tasks).

Examples: Eye contact with parents, speaking in a calm voice, using belly breaths, taking cool
off time, using anger avoiding strategies.

Nonexamples: looking away from parents, yelling, screaming, stomping feet

Data Recording System (e.g. Event Recording, Permanent Product): Time sampling- whole
interval recording
Partial interval

Rationale:Reeses off task behavior is preventing her from calmly explaining her feelings when
she doesnt get what she wants. This data recording system was chosen because I wanted to see

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
4
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

how many times the target behavior occurred throughout that time interval. RMs behavior
seemed to be more evident when she was tired, so that is the time slot I chose to observe her in.
It was best to observe how many times the behavior occurred during a certain time slot in order
to come up with an intervention that would lesson that.
Commented [DR8]: Whole interval recording does not measure
how many times a behavior occurs. Please tell me, what data
collection method would measure how many times a behavior
occurs? When would it be appropriate to use that system instead of
a time-based system? (i.e., what characteristics does the behavior
need to have?)

Baseline: During three 20-minute observation session, Reese was on- task 80% of the time. The
standard deviation for that set of data was .71. Commented [DR9]: Excellent

Functional Behavioral Assessment: Interviews and Direct Observations

Interviews Completed: YES NO

Interviewees: Teacher Parent Student

Rating Scales:

Hours of Total Direct Observation (A-B-C): 3 hours

Setting(s) of Observations: 1) At home after dinner, 2) At home before bed

Determining the Function of the Behavior: Using the Function Matrix

Positive Reinforcement Negative Reinforcement

(Access Something) (Avoid Something)
Attention ABC Data: 3.2
Parent Interview:
Q15: What are the identified
reinforcers for this student?
- Talking with peers,
parents

Tangibles ABC Data: 1.2, 2.2, 3,1 ABC Data: 1.1, 1.2, 2.1, 2.2, 2.3,
Activities 3.1, 3.2

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
5
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Parent Interview Parent Interview:

Q15: What are the identified Q4: What do you think causes
reinforcers for this student? (or motivates) the behavior?
-2 positive choices she - Not getting her way
wants (different each - Being told no
time)

Student Interview: Student Interview:

Q4: What changes could be
made so you would have fewer
problems with off-task
behavior?
- Go on bike trail, get ice
cream
Q3: What causes you to have
problems with off-task behavior?
- They say no
- Dont let me do stuff

Sensory

Outcome of Function Matrix: Hypothesized Function: Reese is going into first grade. Her
parents are concerned about her destructive behavior, which consists of yelling, stomping,
screaming, kicking, and hitting when she doesnt get her way. They are concerned about the
behavior because it is dangerous.

At home after dinner and before bed, Reese engages in off-task behavior to escape activities.
That is when Reese is off task, she escapes chores or choices she doesnt want to do (negative
reinforcement-tangible/activity).
Behavioral Objective: During the time after dinner and before bed, R.M will engage in on-task
behavior for at least 70% of the time during the intervention phase for 5 consecutive sessions.
Commented [DR10]: Well written hypothesis. I am curious if
the tantrum-like behavior might also be attention seeking. If you
look back at your A-B-C data collection, what happened as a
consequence each time she yelled, stomped, etc. Did her parents
yell at her, come to her, work with her in some way? That would be
attention seeking if so, in addition to the benefit of escaping the task
demand.

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
6
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Whole Interval Recording Sheet

Name: Reese Date: 7/23/16
Time: 20 minutes Length of Interval: 2 minutes
Target behavior: Reese often engages in off-task behavior when being told no or not getting her
way.

Date: Interval # Total times behavior occurred

7/23 (x)
1 2 3 4 5 6 7 8 9 10 2 20%

0 0 0 0 X 0 0 X 0 0

Whole Interval Recording Sheet

Name: Reese Date: 7/24/16
Time: 20 minutes Length of Interval: 2 minutes
Target behavior: Reese often engages in off-task behavior when being told no or not getting her
way.

Date: Interval # Total times behavior occurred

7/24 (x)
1 2 3 4 5 6 7 8 9 10 3 30%

0 X 0 0 0 0 X 0 X 0

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
7
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Whole Interval Recording Sheet

Name: Reese Date: 7/25/16
Time: 20 minutes Length of Interval: 2 minutes
Target behavior: Reese often engages in off-task behavior when being told no or not getting her
way.

Date: Interval # Total times behavior occurred

7/25 (x)
1 2 3 4 5 6 7 8 9 10 3 30%

0 0 X 0 X 0 0 0 0 X

Name: Reese Date: 7/25/16

Observer: Mr. DeFeo IOA
Time: 20 minutes Length of Interval: 2 minutes
Target behavior: Reese often engages in off-task behavior when being told no or not getting her
way.

Date: Interval # Total times behavior occurred

7/25 (x)
1 2 3 4 5 6 7 8 9 10 2 20%

0 0 0 0 X 0 0 0 0 X

IOA: 90%

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
8
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

Commented [DR11]: Nice graph. Check APA and the

Whole Interval Observations examples I posted in Announcements (titled Emails). APA requires
only X- and Y-asis lines, no grid lines, and usually the data of the
35 session on the x-axis. For the y-axis label, be sure to be clear it is
the % of intervals being graphed, not a % of behavior.

30

25
% of intervals

20
Samantha
15 IOA

10

0
Session 1 Session 2 Session 3

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
9
SPED 743
Completion Checklist
Step 3: Collecting Baseline Data
Team Number 15

From Lane, K. L., & Oakes, W. P. (2014). Building efficiencies in functional assessment-based
interventions: A focus on training and coaching. Manuscript in preparation.
10