USING BEHAVIORAL DATA

TO GUIDE INSTRUCTION & INTERVENTION

JUNE 8TH, 2011

Behavioral Science

• School wide positive behavior support:

Building:

• Social culture + individualized support

• Achieve social and academic success

Using data to guide decisions

5 Elements

• Prevention: location of teacher at very beginning will help set the behavior, reinforce what we want to see.

• Teaching: • Recognition: reward positive behavior

• Extinction:• Consequences: are they effective?

• Monitoring:

Outcomes

• Attendance

• Achievement

• Attitude

What to look at?

DataGood and bad

How to use it?

• Monitoring: implementing modifications like point system, recording

• Analyzing: looking for challenges and successes

• Decisions are more likely to be effective

• Quality: defining the problem to be solved

Every problem has a “problem solving”

solution

Process

• Define the problem: behavioral? Academic? Attendance? Health?

• Problem analysis: braking the problem into steps

• Implementation plan: agency referral? Social worker? Modified curriculum?

• Evaluate: where the goals reached?

What can data do?

• Ask the right question: evidence

• Use data to:Identify and define: be precise on the description of the problem

Refine

Define the question that lead to solutions

Clear statements

UNIVERSALSchool-wide

Naturally relevant

SELECTED

(classroom)At risk

TARGETED

individualIntensive

http://Disciplinepolicy.lausd.net

• Find students referrals

• How many students have referrals

• How many referrals per student

• Report referrals: GET HELP WITH THIS FOR THE SCHOOL CONTACTING CHRISTINE AND

Tier 1 supports• Behavior Expectations Posted• Teach Behavioral Expectations explicitly• Teach social skills

– How Often– By Whom

• Is Second Step or a violence prevention curriculum used?• What class wide reinforcement system is in place?• Are students recognized for appropriate behavior using a 4:1 ratio?

– What does recognition looks like.• Verbal _________• Gestural _____________• Tangible (point, token, ticket)

Ice by riot

  Review InterviewThe teacher about

these

Observe These items

Hypothesis Test

instruction

PacingRelevancyActivities

What is the problem and what would work

curriculum

StandardsMaterial

environmen

t

SchedulePhysical arrangement

A B C

• A: Antecedent … clear instructions

• B: Behavior……. Reaction

• C: Consequences … not always negative

• Every student preschool through adult has the right to be educated in a sage respectful and … Alex took a picture of this

Emails: ask them for their power point

• Christine.lamb@lausd.net

• 818-654-5018

• Laura.zeff@lausd.net

• 213-241-8167