Observing Behavior as a Transition Assessment

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Observing Behavior as a Transition Assessment

• adaptation of ABLE (Analyzing Behavior States in
  Learning Environments)

WEC ICN 5-19-09
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Behavioral Observation

• Paying attention to a behavior(s) to make note of
  what occurred
• Provides structure for collecting measureable
  data during observation
• Is a method that can be used to complete many
  types of assessment (e.g., situational
  assessments)

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Behavior Generally Defined

• An action that you want to change (increase or
  decrease)
• In research terminology is the dependent measure

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3 Criteria for Dependent Measures

• Defined in physical characteristics
• Physically Measurable
• Measure is physically recorded

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Behavior for this Discussion

• Considered as a state
• Used to identify co-existing variables that can
  be used as preferences for transition planning

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Steps for Behavioral Observation

• Identify/Describe/Define Behavior (state)
• Identify Environmental Characteristics to Be
  Measured (Facilitative Techniques)
• Establish Measurement Procedures
• Collect Data
• Analyze Data
• Apply Findings for Transition Planning
• We will highlight 1,2,5 and 6

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Step 1. Define the State(s)

• Condition of being (e.g., physical, emotional)
• Behavior states ranging from deep sleep to
  awake active
• Well being happy, sad
• Calm, excited, agitated

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Step 1.Define the State(s) contd

• 2. Identify preferred and non-preferred state for
  environment
• School awake inactive-alert and awake
  active-alert are preferred
• Home sleep sometimes is preferred

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Step 1.Define the State(s) contd

• Operationalize the behavior so it can be reliably
  measured.
• Awake inactive alert- eyes are open and some
  active visual or auditory orientation, focusing,
  or tracking is displayed (oriented/focused on
  stimuli, turning head/eyes towards stimuli, or
  following stimuli). Motor movements may occur,
  such as brief limb/body movements, startles.

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Step 1.Define the State(s) contd

• Operationalize the behavior so it can be reliably
  measured.
• Happy Ronnie appears to lean forward or tilt
  his body towards something. May possibly change
  the direction of his head. Does not consistently
  have eye contact, but may be more frequent.
• Unhappy Ronnie picks at his fingers, both with
  his hands and his mouth. He slows down or stops
  his physical behavior (walking, collating).

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Step 2. Identify Environmental Characteristics to
Be Measured

• (Facilitative Techniques)

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Reaction to Environmental Stimuli

• All environmental stimuli can be classified as
  either soothing or activating.
• Stimuli produce same physiological response in
  body
• Over time we develop our preferences which may
  create different response patterns

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3 Categories of Environmental Characteristics

• External outside stimulation that directly
  affects the body.
• Motor Proprioceptive and kinesthetic
  stimulation provided through movement and body
  orientation
• Environmental type of setting and
  characteristics of the setting

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Characteristics of External Stimuli

• Tactile temperature, pressure, and vibration of
  external stimuli on the skin
• Smell/taste 6 basic scents (foul, fruity,
  resinous, burned, spicy and floral) and 4 basic
  flavors(sweet, sour, salty and bitter)
• Auditory Frequency or pitch, intensity or
  loudness, tone, and tempo
• Visual Brightness, lightness, color and contrast

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Physiological Aspects of Tactile External
Characteristics

• Activating
• Light, quick touches
• Cool temperatures
• Hard, slick surfaces
• Rough textures

• Soothing
• Warm, lingering touches
• Deep pressure
• Soft textures

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Physiological Aspects of Smell and Taste External
Characteristics

• Activating
• Foul(putrid), burnt, spicy or resinous aromas
• Sharp in nature
• Salty, bitter or sour flavors

• Soothing
• Fruity and floral aromas
• Sweet flavors

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Physiological Aspects of Auditory External
Characteristics

• Activating
• Higher in tone and pitch
• Loud volume
• Fast tempo

• Soothing
• Low in tone and pitch
• Low volume
• Slow tempo

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Physiological Aspects of Visual External
Characteristics

• Activating
• Shiny, bright objects
• Brightness, lightness, color and contrast

• Soothing
• Sedate colors
• Objects with dull reflective ability
• Low light

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Characteristics of Motor Stimuli

• Movement Characteristics of speed (acceleration
  or deceleration) and directional tilt
  (up-and-down, side-to-side, and circular)
• Orientation Position of the student and the
  equipment used, as well as directional tilt of
  student.

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Physiological Aspects of Motor Characteristics

• Activating
• Rapid, static movements
• Up--Down or back--forth movements
• Upright positions

• Soothing
• Slow, rhythmic movements
• Continuous up-and-down movements
• Supine, prone, or sidelying positions
• Upright position with slight backwards tilt

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Characteristics of Environmental Stimuli

• Physical The physical atmosphere (temperature,
  lighting, etc) of the environment
• Social The types of activities and interactions
  that occur in the students immediate environment

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Physiological Aspects of Physical Environmental
Characteristics

• Activating
• Same characteristics of activating external
  characteristics applied to environment
• Cool temperatures
• Bright, well lit rooms
• Pungent aromas

• Soothing
• Same characteristics of activating external
  characteristics applied to environment
• Warm temperatures
• Darkly lit rooms
• Sweet, floral aromas

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Physiological Aspects of Social Environmental
Characteristics

• Activating
• Nosier, faster paced environments (visually and
  auditorally active)
• Frequent change in social interactions

• Soothing
• Quiet, slow paced environments visually and
  auditoraly soothing)
• Consistency

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Step 3. Establish Measurement Procedures

• Overview of 2 Environmental Processes

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Step 5. Analyze Data
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Ronnies External Preferences
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6.Apply Findings for Transition Planning
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Process for Transition Planning

• Treat environmental findings as preferences
  (likes and dislikes)
• Add skill/learning characteristics
• Summarize necessary environmental characteristics
• Brainstorm PSE
• Develop Services, Supports and Activities

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Rule of Thumb for Determining Goals/Activities
related to PSE

• 5-7 Years Prior to Exit
• Teach general skills
• Identify needed characteristics of future
  environment (e.g., gross motor movements, short
  tasks, indoors, out of doors, quiet)
• 3-5 Years Prior to Exit
• Narrow choices within needs of identified
  characteristics
• Learn task specific skills, practice general
  skills
• 1-2 Years Prior to Exit
• Practice Task Specific Skills
• Make Linkages to Ensure Transition to PSE

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PSE for Working Gaye will be employed part-time
in a socially active community job that involves
physical activity.

• 5-7 Years Prior to Exit
• Gaye will initiate familiar routines given a
  natural prompt.
• Gaye will independently complete 3 step sequences
  when given a visual prompt.
• Gaye will participate in at least 2 community
  work sites that require physical activity.

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PSE for Working Gaye will be employed part-time
in a socially active community job that involves
physical activity.

• 3-5 Years Prior to Exit
• Gaye will work 10 hours a week (stocking
  shelves).
• Upon arrival at work, Gaye will get her time
  card, clock in and return her time card.
• Given an aisle of product, Gaye will recognize
  when a product needs to be replaced.

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Upcoming Opportunities
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Summer Workshop

• Digging into Transition Assessments
• Thursday, June 25th 900 330
• Scheman Center in Ames
• Register by June 1st
• Email Beth Buehler for registration information
  beth.buehler_at_iowa.gov
• Limited stipends available

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IPTV video IEP Reenactments

• Video of IEP team meetings
• Occur in June or July
• Used for on-line modules about developing quality
  services
• Looking for all IEP team members
• Stipend of 250 for up to 8 hours
• Contact Barb Guy [phone], or
• Nancy Heather [phone]

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Other Summer Work

• Transition Assessment Web Tool Review Team
• SAR Implementation Materials Development
• WEC Guidance and Support Materials
• Email Barb your interests

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Next Years ICN

• Topical focused on Transition Assessment
• Working on web sign-up
• Dates (130 330)
• 9/22/09
• 11/17/09
• 1/19/10
• 3/16/10
• 5/18/10