Target behavior in observable and measurable terms

Preparing Behavioral Objectives

Chapter 3

Do Now Activity

Go To the Padlet found on this website and answer the question posted about the CEC ethical guidelines

https:// padlet.com/smurphy50/njkxhx0bphwy

If they ask for a password: shipweek3

Activity Reading

Identify recent (within the last 10 years) news articles or reports about the controversy surrounding the use of behavior-change procedures. Some keywords you may consider using: "behavior-change procedures", "seclusion", "restraint", "behavior modification". Bring your findings to class. Be prepared to present your findings to your peers, as well as comment on the articles and reports your peers bring.

Objectives

Understand the importance of writing behavioral objectives

Know how to pinpoint and operationally define behaviors

Understand the purpose of establishing goals

Be able to address the four components of objectives and be able to write measurable behavioral objectives

Understand levels of learning and write objectives that address varying levels of response competence

Identify the six elements of a core IEP

Definition

Behavioral Objective: a statement that communicates a proposed change in behavior and describes a level of performance and serves as a basis for evaluation

Describes the behavior that should result from planned instruction/intervention

MUST BE Clear and explicit- anyone reading the objective should be able to understand exactly what a student is working to accomplish

Purpose

Increase communication regarding behavioral objectives

Clarify goals and facilitate communication amongst those involved in the program

A clearly stated target for instruction facilitates effective programming

Ongoing evaluation and measurement enables continuous progress monitoring and allows you to evaluate the effectiveness of programming .

Pinpointing Behavior

refines a broad generalization into specific, observable, measureable behaviors.

Asking a series of questions to get a clear understanding of the targeted behavior

Could you tell me what he does?

When she does that, what does it look like?

What do you want him to do?

Examples

Look at the examples below? What questions could you ask to get pinpoint a behavior?

1. Jessica is disruptive in class.

2. Eric is always off task.

3. John throws tantrums

4. Patti’s work is always a mess.

Pinpointing Behavior

Asking a series of questions will lead to data collection methods and drive interventions.

If more than one targeted behavior is identified listing behaviors by priority is also important.

Least to most interference to the child’s learning or the learning of others.

These questions will help guide the team to a referral if deemed necessary.

Target behaviors defined Educational Goals behavioral objectives

Educational Goals

Statement of annual program intent

Evolve from an accumulation of evaluation information

Objectives should be derived from these goals

Evaluation Data

Formal Sources of Evaluation Data:

School psychology

Educational achievement

Adaptive behavior

Therapeutic services

Physical health

Informal Sources of Evaluation Data:

Parents

Previous teachers

Current classroom demands

Educational Goals vs. Behavioral Objectives

Educational Goals Behavioral Objectives
Statement of annual program intent statements of actual instructional intent
Broad Terms Break goal into teachable, observable and quantifiable terms
Long Term Objectives Short-Term Objectives
Components of a Behavioral Objective

Identify the learner

Identify the target behavior

Identify the conditions of intervention

Identify criteria for acceptable performance

Identify the Learner

INDIVIDUZLATION OF INSTRUCTION

Be speific

John will…

The 4th graders will..

Identify the Target Behavior

State what the student will do…be specific

Three basic purposes for including target behavior:

Ensures those responsible for managing the target behavior are consistently observing the same behavior

Allows for confirmation by third party that the behavior change actually occurred

Facilitates continuity of instruction when people other than the teacher are involved.

Identify the Target Behavior

Must be described so that its occurrence is verifiable

Reduces differing interpretations

The verb used to identify the behavioral response should describe a behavior that is directly observable, measurable and repeatable.

Identify the Target Behavior

Use of vague terms leads to confusion and disagreement

Team must agree upon a common description of the behavior so that if anyone was to come in and collect data there would not be any doubt as to what the targeted behavior looks like.

Operational Definition

Operational Definitions

Description of the target behavior

Observable and measurable characteristics of the motor performance of the behavior

Clearly stated

Examples of the target behavior

Directly Observable?

Are these verbs clear, concise and directly observable?

To repeat orally

To name

To label

To recognize

To appreciate

To discover

To understand

ISBO Test questions

Can you tell someone the behavior occurred X number of times or for X number of mintues today? (YES)

Will a stranger know that to look for when you tell them the definition of the targeted behavior? (YES)

Can you break down the target behavior into smaller components? (NO)

Examples

Inappropriate vocalizations- any vocalizations that are not teacher initiated and are disruptive to others, out of turn, or unrelated to academic context. To include arguing, yelling, screaming and making derogatory comments towards others (i.e. “No. You’re stupid)

Refusal: when provided with a directive, verbally or non-verbally declining to follow through with directive within 2 verbal prompts and includes negotiating the task, maintaining attention to items in, on or around his desk, placing fingers in ears as to block out sound and fidgeting with glasses.

What’s Wrong With These Objectives?

“Charles will expand his knowledge of the U.S. capitols.”

“Laura will gain an appreciation of friendships and will get along with her peers.”

Steven will learn the vocabulary words presented in the Acme reader.”

When presented with menu, Alan will order a meal.”

For three weeks, Jackson will get out of bed on time.”

Beatrice will be ready for bed each night for 1 month.”

“After watching the nightly news, Madeline will work on her homework for 1 hour

Identify the Conditions of Intervention

Conditions are antecedent stimuli related to the target behavior.

Instructions

Materials

Setting

Types of assistance

Helps to assure that all aspects of the learning experience will be consistently reproduced.

Identify the Conditions of Intervention

Includes a statement of the conditions

Verbal request or instructions

Josh, pick up the blue cup.

Written instructions or format

Draw a line to the items that match.

Demonstration

This is how you pick up the blue cup.

Materials to be used

Blue cup, red cup

Worksheet with ten items that match.

Environmental setting or timing

In the lunchroom

During independent work time

Manner of assistance

Independent

With partial physical assistance

With verbal prompts

Examples

Given an array of materials containing….

Given the manual sign for “toilet”….

Given the use a thesaurus and written instructions…

Identify Criteria for Acceptable Performance

Criterion statements set minimum performance standards

Types of Criterion statements:

Number or Percentage of Correct Responses

Duration – length of time student performs the behavior

Latency – length of time between the instruction and student performs the behavior

Criterion statements should be based on the following:

Nature of the content

Abilities of the students

Learning opportunities to be provided

Format of a Behavioral Objective

Format 1:

Student: Jessica

Behavior: will raise her hand and wait to be called on before calling out

Criterion: 100% of opportunities during a 20-minute lecture period.

Format 2:

Student: Jordan

Behavior: will count orally by fives

Condition: when presented with five dollar bills with 100% accuracy for 3 consecutive opportunities.

Expanding the Scope of the Basic Behavioral Objectives

If the objective is “mastered” is it really “mastered”?

Can the student perform the behavior in circumstances different from the initial teaching environment?

Functional Behaviors

Performed under different conditions

Different criteria

Absence of Sr+ contingencies

Two possible perspectives….

Hierarchy of Response Competence

Increasing functional

use of a response

Hierarchy of Levels of Learning (Bloom, 1956)

Increasing functional

use of a behavior

Generalization

Maintenance

Fluency

Acquisition

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

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Hierarchy of Response Competence

Acquisition- verify the presence of the ability to do something

Fluency-The rate at which they perform the behavior

Maintenance-the ability to perform a response over time without reteaching

Generalization- perform and adapt if necessary under conditions different from those in place during acquisition.

Hierarchy of Response Competence

Maintenance-the ability to perform a response over time without reteaching

Promoted through overlearning

Repeated practice after an objective has been initially accomplished (50% of the number of trials required for acquisition)

Generalization- perform and adapt if necessary under conditions different from those in place during acquisition.

Different instructors, settings, materials.

Hierarchy of Levels of Learning

Cognitive, affective and pscyhomotor areas

Classify possible learning outcomes in terms of increasingly abstract levels

Helpful in writing objectives in behavioral terms because they suggest observable, measureable behaviors that may occur as a result of simple and complex learning.

Six Levels of learning

Hierarchy of Levels of Learning

Knowledge-recall or recognition of information

Comprehension-paraphrasing /providing examples

Application-method, concept or theory in various concrete methods

Analysis-break down material into its parts

Synthesis-bring parts together, resulting in a different, original or creative whole

Evaluation- make a judgement of value.

Six Elements of the IEP

A statement of the student’s present levels of educational performance

A statement of measurable annual goals, including short-term objectives for students with significant disabilities

short‑term objective, person responsible, criteria for mastery, and review date

Appropriate objective criteria and evaluation procedures and schedules for evaluating progress toward criteria.

A statement of the specific special education and related services to be provided to the student

Projected dates for initiation of services and the anticipated duration of the services

The extent to which the students will be able to participate in general education programs, and any modifications or accommodations necessary to enable that participation