Using Data to Determine Intervention: Removing the Guesswork

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Using Data to Determine Intervention Removing
the Guesswork

• Mary Magee Quinn, Ph.D.
• Principal Research Scientist
• American Institutes for Research

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Ways to Strengthen Measurement of Behavior

• Clearly define behavior(s) and regularly review
  definition(s).
• Assure that observers and interviewers have
  adequate training and experience.
• Select appropriate assessment strategies for
  behavior(s) and context(s).

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Ways to Strengthen Measurement of Behavior
(continued)

• Collect information across time and settings
  using multiple strategies and persons.
• Conduct routine checks of the accuracy of
  observer scoring/recording procedures.

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Ways to Compensate for Questionable FA Measures

• Validity
• Use multi-step procedure to narrow focus or zero
  in on likely determinants and most appropriate
  measure(s) and,
• Vary social and environmental conditions for
  measuring behavior.

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Ways to Compensate for Questionable FA Measures
(continued)

• Reliability
• Establish convergent database and,
• Rely on team decision-making.

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Ways to Validate Behavioral Hypothesis

• Functional analysis under contrived conditions
• Functional analysis in natural setting and,
• Hypothesis-based intervention and evaluation.

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Data Triangulation to Assess Behavior

• Direct observation
• Setting events checklist
• Student interviews
• Informant surveys

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Data Triangulation to Assess Behavior (continued)

• Review of incident reports
• Scatterplot
• ARC chart
• Other

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Problem Pathway Analysis

• Temporal and sequential record of
• Setting events
• Precipitating events
• Target behavior and,
• Maintaining consequences.

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Issues to Consider in Devising a Behavior
Intervention Plan

• 1. Is it possible to rearrange social/ physical
  environment to prevent student from engaging in
  behavior that results in negative outcomes?
• 2. Is desired behavior age appropriate?
• 3. Does replacement/desired behavior satisfy the
  same function (or need) as problem behavior
  and/or result in the same outcome?

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Issues to Consider in Devising a Behavior
Intervention Plan

• 4. Is the desired behavior in the students
  repertoire - even at low rates of occurrence?
• 5. Is the desired behavior incompatible with the
  problem behavior?
• 6. Is it more reinforcing for the student to
  engage in the desired behavior than the problem
  behavior?

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Issues to Consider in Devising a Behavior
Intervention Plan

• 7. What is the likelihood that the desired
  behavior will be elicited in regular settings?
• 8. What is the likelihood that the desired
  behavior will be reinforced in regular settings?

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Behavioral Intervention Options

• Modify aspects of setting events (e.g., physical
  arrangements of the classroom, general management
  strategies)
• Teach the student more acceptable behavior that
  serves the same function as the inappropriate
  behavior (e.g., teacher attention for student
  corrects, peer attention through tutorial
  instruction)

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Behavioral Intervention Options (continued)

• Manipulate the antecedents precipitating (e.g.,
  teacher directions) and/or consequences
  maintaining the problem behavior (e.g., precise
  praise)
• Implement changes in classroom curriculum and/or
  instructional strategies (e.g., offer
  group-individualized instruction) and/or

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Behavioral Intervention Options (continued)

• Introduce reinforcement-oriented interventions
  (e.g., vary the amount, delivery, or nature of
  student reinforcement).

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Interventions That Influence Antecedents of
Problem Behavior

• Alter schedule of activities
• Adapt curriculum or task-specific aspects of
  instruction
• Vary size of instructional groupings
• Provide special directions regarding instruction
  
• Introduce pre-corrective strategies before
  problems occur and,
• Teach students rules.

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Factors That Influence Success of Consequence
Components of a Behavioral Intervention Plan

• Length of reinforcement interval
• Program reinforcers and,
• Reinforcement variables.

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Factors Influencing Acceptability of Intervention

• Consistent with teacher beliefs and values
• Does not require too much effort or time
• Does not exceed the skill level of the teacher
  (with support)
• Is unobtrusive and,
• Holds promise of effectiveness.

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Escape-Motivated Behavior

• Description Student need to escape from an
  aversive situation.
• Examples difficult, irrelevant lengthy or
  ambiguous assignment undesirable group
  placement negative peer or adult interaction.
• Intervention Options
• instruction in signal responses

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Escape-Motivated Behavior (continued)

• contingent escape following prosocial or
  appropriate request
• task completion demand
• curricular accommodations
• instructional modifications
• Ineffective Strategies
• time-out

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Signal for Escape-Motivated Behaviors

• Identify the situations.
• Determine the critical time period.
• Choose a safety signal.
• Deliver the safety signal.
• Release the student from the activity.
• Gradually increase the time spent on task.

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Attention-Seeking Behavior

• Description Unmet student need for attention,
  coupled with perception that attention is
  unlikely to occur.
• Examples call outs, swearing, yelling at
  classmate or teacher tantrum or noncompliance
  with adult request.
• Intervention Options
• non-contingent attention

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Attention-Seeking Behavior (continued)

• contingent attention following appropriate
  behavior
• withdrawal of attention following misbehavior
• instruction in appropriate attention- seeking
  strategies
• Ineffective Strategies
• verbal reprimands or student put downs

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Signal for Attention-Seeking Behavior

• Identify the situations.
• Determine the critical period.
• Choose a safety signal.
• Deliver the safety signal.
• Allow access to the desired object/
  activity/attention.
• Gradually increase the time spent waiting.

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Punishment as an Intervention

• Least effective way to change a behavior
• Should only be considered as a last resort
• everything else has been tried and failed
• behavior is so noxious there is no social
  interaction
• the behavior is likely to result in injury

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Limitations of Punishment

• Does not eliminate behavior
• Cause emotional reactions
• Does not teach appropriate behaviors
• May not overcome reinforcers
• Provides aggressive role models
• May result in aggressive reactions
• May spill over to other students

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Strategies to Support Positive Behavior Changes

• Social/environmental re-engineering
• Cognitive mediation and self-management
• Periodic booster training
• Advocacy training and,
• Accept just noticeable differences.

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Components of Comprehensive a Intervention Plan

• Proactive (training/support) strategies
• Reactive (control/deterrent) strategies
• Longitudinal (time span) strategies
• Ecological (life setting) strategies
• Emergency (crisis) strategies