Progress Monitoring for Social Competence Skills & Behavior

Big East Summer Institute2011

Social Competence Defined

Social competence involves those adaptive behaviors and social skills which enable a student to meet environmental demands and assume responsibility for his/her own and others' welfare

Examples of Deficits of Social Competence Skills

• Difficulty with interpersonal relationships with adults or peers– Isolates self from family, peers, staff at school– Avoids eye contact– Keeps head down on desk; may cover head with jacket

or other apparel– Speaks in a quiet voice or mumbles; refuses to speak– Truant or runs away

Examples of Deficits of Social Competence Skills

Internalizing (pervasive unhappiness, depression, or anxiety) behaviors reflect a pattern of avoidance of social contact, depressed behavior, and/or preoccupation with self.

– Listless or apathetic– Thinks/ talks repeatedly of suicide– Overly pessimistic– Preoccupied with negative feelings– Hides– Runs away from home– Anxious habits such as nail biting or hair pulling– Expresses feelings of worthlessness, hopelessness– Preoccupied– Obsessive/compulsive– Loss of interest in activities– Lacks interest in surroundings, activities, etc.– Volatile temper or excessive anger– Blames self; extremely self-critical

Examples of Deficits of Social Competence Skills

Externalizing behaviors are indicative of a pattern of acting out against external factors.

• Behaviors that are chronic and disruptive such as noncompliance, verbal and physical aggression, and/or poorly developed social skills that are manifestations of FEELINGS, SYMPTOMS, or BEHAVIORS

Steps in the Progress Monitoring Process:

1. Identify Educational Need(s) 2. Determine learning target(s)3. Determine Data Collection System for measuring learning target(s)4. Determine Baseline and Create Aimline toward the

learning target(s)5. Review and/or Revise Data Collection System6. Provide Target Instruction & Implement Interventions7. Evaluating Data Results and Make Instructional

Adjustments if needed.

Activity

• Walk through Steps of Progress Monitoring

• Example “Trish”

Step 1. Identify Educational NeedUsing student data determine the

following:• Which common core standard,

social/behavioral, and/or functional skills is the student unable to demonstrate understanding when compared to peers in his/her class?

• How far behind his/her peers is the student in performing the targeted skill?

• What assessment data was used to verify this decision?

BEFORE

Review Student Data related to social competence skills and/ or behavior to identify needs/area of concern

Data Sources1. Standard Test Scores

– BASC-2– Achenbach– Connor’s– CATS test

2. Curriculum Based Measurement Probes-universal screening tool (academic & behavior)

3. Behavioral Observation Datao Office Discipline Referralso Number of Days of Suspension (ISS or OSS)o Tracking sheetso Frequency, duration, rate, latency, interval behavioral recordingso FBAo BIPo Interviews

4. Work Sampleso Missing assignmentso Daily assignments

5. Results of research based interventions

Trish Record Review

Archival Records

Trish FBA

FBA

Trish

Step 2. Determine Learning Target(s)

• What are the specific behavior/skills you want to target for improvement?

BEFORE

Determine the learning target• What are the specific behavior/skills you want

to target for improvement?

Goal: Student will effectively demonstrate interpersonal skills.

Objective/Benchmark Monitoring Tool

Student will use socially acceptable language in public settings. Student will use socially acceptable language in public settings on ___ out of ___ trials.

Duration Measure - Form 2Intentional Observation

Student will converse with others using acceptable para-verbal (volume, tone, and rate) levels. Student will converse with others using acceptable para-verbal (volume, tone, and rate) levels during ___ out of ___ trials.

Duration Measure - Form 2Intentional Observation

• During group activities, when other students do not do tasks the way Trish thinks they need to be done, she will verbally demand or physically push students to get them to comply. She becomes impatient when others are not moving the pace along, or doing a task not quite the way intended. She will often tell the students what to do (documentation indicates that Trish’s behaviors can be interpreted by her peers and adults as intimidation to get group activities to go the way she intends for them).

• Based on Scatterplot and ABC observation data, when Trish is in cooperative

groups and non-structured settings (ex. cafeteria during breakfast) and with same gender peers, she often makes verbal demands (example of threatening statements – “You better hurry up or I’m going to hurt you”), telling students what to do (ex. “roll the dice to the side” [tone of voice is loud and forceful]…) to direct them to complete the assigned activity the way she thinks it needs to be done. She will physically stand within close proximity to students and stare at them when

they do not agree with her; students often comply.

Hypothesis Statement From FBATrish

Learning Target

Replacement Behavior: Trish will participate in a cooperative group (assigned members) by following group role cards; steps to share ideas and suggestions; use calming techniques when the discussion/activity is not going the way she thinks it should.

The focus will be first to work on positive interactions skills , due to this being connected to her aggressive behaviors.

• Direct social skills instruction, for working in cooperative groups with peers as a facilitator, time keeper in group activities through various techniques, such as modeling, role playing, etc. joining the group discussion, , listening skills, cooperative group skills. Waiting

• Teach Coping Skills: Teach student observable physical signs of elevated aggression and successful ways to benignly remove herself from the activity such as signals between teacher and student that allow for self removal from the group without drawing attention to Trish.

• Teach expectations of activities across the day; review with entire class as a component of the lesson.

• 3 times per week

Step 3.Determine Data Collection System for measuring learning target(s) • What tool(s) are we going to use to collect

the data? • In what format are we going to represent the

data results (Graph or Anecdotal Reports )?• How often are we going to collect and

analyze the data?• Where are we going to collect the data?• Who is going to collect and analyze the data?

BEFORE

Intentional Data Collection Tools

1. Permanent Products 2. Event Recording3. Interval Recording4. Time Sampling5. Duration6. Latency

Observational Reporting Tools Permanent Products

Tangible items or environmental effects that results from a behavior/skill.

• Examples - Written Academic Work, grades, work samples, and models.

Permanent Product Data

Observational Reporting Tools Event Recording

• Tally or Frequency count of behavior/skill as it occurs within an observation period. This is the tool that you would use for most academic observations.

• Example (s) – Fluency Rate, # of aggressive acts, # of sight words correct, # of assignments turned in, # of math problems completed correctly, counting by rote, # of correct punctuated sentences, # of objects labeled correctly.

Event Data & Graph

Observational Reporting Tools Interval Recording

An observation period is divided into a number of short intervals. The observer counts the number of intervals that the behavior/skill occurs rather than, the number of times the behavior/skill occurs.

Example(s) – did student raise hand before asking questions, did student initate a conversation, did student answer a question (verbally or written).

Interval Data & Graph

Observational Reporting Tools Time Sampling

• An observational recording system in which an observation period is divided into equal intervals. Target behavior/skill is observed at the end of each interval.

• Examples- Following multi-step directions, taking notes per class period, off task behavior.

Time Sampling Data & Graph

Observational Reporting Tools Duration

• Recording the amount of time between the initiation of a response and its conclusion: an observational recording procedure

• Examples – Number of minutes student is engaging in aggressive acts, tantrums, how long it takes the student to complete an assignment/task, how long it takes the student to calm down, how long the student engages in organized play or conversation with friends.

Duration Data & Graph

Observational Reporting Tools Latency

• Recording the amount of time between the presentation of the behavior/skill and the initiation of a response.

• Examples – following directions, beginning the assignment, completing an assignment, answering questions, begin a task/activity.

Latency Data & Graph

Choosing Data Collection Tool Activity

Situation: The student is calling out during direct instruction.

Based on situation which data tool would you choose and why?1. Permanent Products 2. Event Recording3. Interval Recording 4. Time Sampling5. Duration 6. Latency

Trish Scatterplot

• Look at data collected

The most recent data collected within Scatterplot for a two week period, Trish made 39 verbal threats to peers and eight occurrences of physical aggression with pushing being the most.

What To Collect Data On???

• Reducing target behavior• Increasing use of replacement behavior

• Daily Monitoring form for Replacement Behaviors and Desired Behaviors

• Data collected 3 times per week• A monitoring form will be broken down into fifteen minute

intervals. For each interval when Trish follows the procedures of group activities (Goal – Participate in group discussions positively), she will earn a “+” plus. If she becomes demanding toward any of the group members, (yelling, bossing, etc.), or receives two prompts/cues from adult she will earn a “-“ minus, Trish can earn a maximum of __#__ points for the replacement behavior.

Step 4. Determine Baseline and Create Aimline toward the learning target(s)• Baseline

– What is the student able to do? • Learning Target(s)

– What do we want the student to be able to do?

– By when? • Aimline

– How will we know the student is “on track”?

BEFORE

Representing Your Data

Graphing Data Diagram that exhibits a

relationship, often functional, among two or more things by a number of distinctive dots, lines, bars, etc.

Anecdotal Reports Written summary report

documenting interventions, student progress and the analysis of student progress.

Ways to Graphically Display Data“A Picture is worth a thousand words”

1. Graphing Data (electronically or manually)Line graph, bar graph, pie chart, etc.

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Progress Monitoring Small/Cooperative Group

Target Linear (Target) ResponsesTrend

Date of Data Collection

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Determining Baseline

• Baselines represent the student’s performance at the onset of the problem (prior to instruction and/or interventions).

• Administer at least 3 probes

• Score probes and plot the scores on a graph.

BEFORE

Graph Baseline

• Trish Data

Establish a baseline: Median of three DIBELS ---- grade probes/passages administered either on the same day or in close frequency. Median means if I place my scores in numerical order, half will be above the number and half will be below.

(28,45,35)

Passage 1: 28wpm

Passage 2: 45 wpm

Passage 3: 35 wpm

The middle number in

my sequence.

Baseline Example

Trish Baseline Data

Creating Aimline• Determine baseline (approximate performance

level of skill) • Identify learning targets identified as a reference

point.• Identify the set amount of instructional time

(days, weeks, months, or year) that student progress will be monitored on the identified learning targets (example: 17 instructional weeks).

• Draw a straight line from the student’s baseline score on the graph to the date/end of the instructional period & score representing the learning target.

BEFORE

Aimline ExampleBaseline: 15 wpm Learning Target: 90 wpm (DIBELS ---Grade)Instructional Weeks : 20

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Probes Goal

goal line

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Progress Monitoring Data

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Mickey Haalman

Create Aim for Trish

Step 5. Review and/or Revise Data Collection System

After determining degree to which the student must improve/increase skill and the rate of student improvement over a specific period of time

BEFORE

Step 6. Provide Targeted Instruction and Interventions• During the intervention phase instruction and

interventions are implemented. • Phase of Intervention(s) represents a period

of time (hours, days, weeks, etc. ) that interventions (approaches or techniques) are implemented.

DURING

Progress Monitoring Data for Trish

Create Graph Using Trish Monitoring Data

7. Evaluating Data Results and Making Instructional Adjustments if Needed• After instruction confirms the effectiveness of

intervention(s) on the learning target(s) identified.

• Data collected and analyzed during this stage in the process informs the educator, as to, whether the student is PROGRESSING toward the learning target (ex. comprehends a reading passage, uses a switch, follows directions, solves

an algebraic equation, etc.)

AFTER

3 data-point decision-rule

Is Trish progressing????

• Insert graph

Practice

• Activity 2• Mark- Progress Monitoring Activity

http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/casea

Questions ????

ReferencesCooperative Network. Functional Behavior Assessment Data ToolsRiver Region Special Education Cooperative. Data Decision MakingIntervention Central’s Curriculum-Based Measurement Warehouse

http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml

Fuchs, L.S and Fuchs D. (1999). What is Scientifically-Based Research on Progress Monitoring? Retrieved on February 5, 2007 at http://www.studentprogress.org/library/articles.asp.

sid.nysed.gov/special/publications/policy/imp/progressparent.htm.

Merging P.E. and Special Ed. : Collecting Behavioral Data in a Chaotic Environment

. Retrieved from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=assessment&section=main&subsection=ddm/casea