Precision Decisions for the Timings Chart

Transcription

1 PPENDIX 1 Precision Decisions for the Timings hart Data-Driven Decisions for Performance-Based Measures within ssions Deb Brown, MS, BB Stanisaus ounty Office of Education Morningside Teachers cademy Performance-based measures of a behavior refect not ony the behavior s correctness, but the speed at which it occurs. The basic unit of measure is movement per minute or count per minute. PHSES OF LERNING ND TEHING DURING PROGRM SESSION During a student s program session, two phases of earning and teaching occur (1) instruction/ correction and (2) practice (performance-based measure). Tota ength of the session is no more than 10 minutes, uness otherwise specified. Instruction/orrection The instruction/correction phase is based on discrete-tria teaching or direct instruction materias. Instruction may happen at the beginning of each session and between each timing, but not during a timing. Each set of instructions or corrections is a voey between student and instructor, which has a specific instructiona sequence. n eementary instructiona sequence is as foows Teacher occasion (ntecedent) Student Performance (Behavior) Teacher Outcome (onsequence) The teacher student voey is structured around the student s performance behavior. The teacher shoud adjust the instruction and feedback according to the student s behavior. The teacher shoud have cear and concise instructions, and the student s behavior must be measurabe. Reprinted with permission from Deb Brown in Response to Intervention and Precision Teaching reating Synergy in the assroom by Kent Johnson and Eizabeth Street (The Guiford Press, 2013). Permission to photocopy this appendix is granted to purchasers of this book for persona use ony (see copyright page for detais).

2 Practice The practice phase is based on Precision Teaching (PT) and frequency buiding; it consists of performance-based measures. The earner knows best. PT is a teaching technoogy based on the principes of behavior anaysis. It is not a curricuum, but rather a way to evauate spe Ogden Lindsey cific instructiona strategies for each individua student by using behaviora measures. Its foundation is The earner knows best, as Ogden Lindsey used to say. It ooks at a student s behavior concretey, so that it can be measured and recorded quicky in a standardized way (the Standard eeration hart). In PT, as ong as a student s earning picture is progressing, then the program is appropriate; otherwise, the program needs to be changed in some way. PT does not te an instructor what to do, just when to try something ese. HRTING THE STUDENT S PROGRESS student s performance progress is determined from two separate charts (1) the Daiy per minute Standard eeration hart and (2) the Timings Standard eeration hart. These charts are mutipicative charts, rather than the inear charts so often used. One reason these charts are used is that you can see high-frequency and ow-frequency behaviors on the same chart. Daiy per Minute hart The Daiy per minute hart is where the student s day-to-day progress is monitored. This is the chart on which overa performance aims are set, starting point is set, and minimum ceeration is determined. Daiy goa aims can be determined as we. Timings hart The Timings hart is for making decisions within a program session. The scae that runs up and down on the eft indicates the frequency of the behavior being charted. Each vertica ine aows for each timed practice during a session. The sessions are broken up by the darker bue ines. Not a ines may be used if a session ends before nine practices. Frequency of Behavior One ssion OUNT PER MINUTE Goa Box Record Foor HRTING THE OURSE ON THE TIMINGS HRT The Team and Targets Each Practice t the bottom of each timings chart, there is space to put information about the student, and the program personne, and the behavior. Performer is generay the student. harter is the person who is charting. ounted is the behavior being counted (e.g., e/say words in isoation ). ounter is the person counting the behavior. Manager is the person who manages the program. dvisor is the person who is advising the manager, and Supervisor is the person who runs the organization. The top of the chart shoud ist the month and day the session is being run, the time (if the program is run more than once per day), and the sice or esson being conducted.

3 tting im For a new program, or a major change in a program, the instructor shoud get the student s baseine and compare it with the performance standard of the program or predetermined goa for the student. The session shoud be abeed SET IM ; three timings shoud be competed; the best or average performance shoud be paced on the daiy chart (manager s decision); and a minimum ceeration ine shoud be determined by the manager. The daiy performance goa wi be estabished by the minimum ceeration ine crossing the specific day of the week. The ine wi cross at a specific frequency, which is the daiy performance goa. Daiy Performance Goa The daiy performance goa may be obtained from the daiy chart or otherwise specified by the instructor. staff member shoud pace a goa box on the timings chart at the correct session bock. This daiy performance aim is the frequency of correct responding the student shoud achieve by the end of the session. It is determined by examining past performances. Record Foor Each timing is specified by the program for each individua student. timing may ast 10 seconds 1 seconds, 20 seconds, 30 seconds, 1 minute, or onger. Depending on the ength of time, there may need to be a conversion to 1 minute to standardize a the charts. onversions 10 seconds # 6 = #/minute 30 seconds # 2 = #/minute 1 seconds # 4 = #/minute 2 minutes # 2 = #/minute 20 seconds # 3= #/minute minutes # = #/minute The record foor is based on the ength of the timing. It is the owest non-zero score that can be obtained, and the number that is needed to a convert to count-per-minute score. For exampe, if a student 10s was timed for 1 seconds and performed ony 1 behavior, to convert this to a count per minute, we woud 1s mutipy 1 4. So the owest score possibe woud be O 4. nother exampe (see the adjoining iustration) has the record foor on the 6 ine, which means it was a 10-second timing. The first practice score was 3 in 10 seconds (3 6 = 18) recorded as 18 per minute. The 20s record foor can be stabe or constant for a particuar session, or it may change (e.g., four 10-second timings and 1-minute timing). But there s no need to worry 30s On the right-hand side of the timings chart, there are. abes to indicate the correct ines for the most common foors. ine shoud be drawn just under the cor 1 m responding ine on the chart (see the iustration)..2 Timing the Target Behavior TI 10 sec 1 sec 20 sec 30 sec 1 min 2 min 3 min.2 min fter the initia instruction, practice shoud begin. The program shoud have a designated time for the practice. The instructor shoud begin the timing by saying, Pease begin, and start a timer. This is for pacing, not racing. t the end of the time period, the instructor shoud say, Pease stop. The instructor shoud count correct responses and incorrect responses (errors).

4 Potting the Student s Performance The instructor shoud make any conversions to 1 minute if necessary. The timings chart shoud be marked with a denoting corrects and a denoting errors with conversions. If no errors were made, pace a? or just beow the record foor. (This wi note a zero score; there is no zero on the chart.). fter each timing, corrects, errors, and the record foor shoud be potted on the chart. fter the First Time, Drawing the Line Every session (except for the SET IM session), after the first timing is competed and the data have been potted for corrects and errors, draw a ine between the correct dot and the goa box. This is the student s minimum ceeration ine. The goa for the session is to keep the student at or above the ine unti he or she reaches the frequency recorded in the goa box. PREISION DEISIONS When Do You Stop? 1. When the dot meets the box, you can stop. This means that on any particuar timing, if the student meets or exceeds the goa box frequency, the session can stop. If the student meets this on the first timing, the session can sti stop. The manager may want to evauate the student s earning picture for the future. 2. When the time has diminished, you are finished. This means that if the time aotted for the program session is over, even if the student has not met the goa box, you shoud stop running the program. There probaby needs to be a change that the manager needs to consider. Do You Know When to Go? 3. t or above the ine, do another time. This means that the student is progressing toward the goa. He or she is making adequate gains to achieve the daiy performance goa. ontinue to get appropriate feedback, and provide another timing. 4. Once beow the ine is just fine. Often one time under the ine doesn t mean that the student is not making progress. Make sure that you have the student s attention and that he or she is prepared to go (finger foowing aong, enough materias, etc.). When Shoud You Make a hange?. Twice beow, the reinforcer shoud go. If the student was making successive approximations toward the goa and then drops off, motivation is generay the key. Rethink the reinforcer. Do a reinforcer survey; is there a more motivating activity or item? Try something new! If a change is being made, draw a phase change ine and state the change. In the exampe chart, the parents changed the reinforcer to a oipop. E Phase hange Line O Sr chg (oipop)

5 When Do You sk for Hep? 6. Three times or more, the manager must expore. If the student fas beow the ine three times in a row, ask for hep. The teacher or manager shoud try to vary the program in some way. If the teacher is abe to hep during a session, be sure to put a phase change ine in, and state the change as we. (Stimui may change, duration of timing, etc.). END OF THE SESSION t the end of the session, the best score from the Timings hart shoud be transferred to the Daiy per minute hart. If the student is at or just above the ceeration ine, continue sessions. If the student has met his or her program aim, or the student is beow or way above the ceeration ine, notify the teacher or manager of the situation. SUMMRY/QUIK TIPS Within ssions harting the ourse 1. Draw the box so the data tak. 2. Time the target (behavior). 3. Pot the dot (student s performance). 4. fter the first time, draw the ine. Precision Decisions When do you stop? 1. When the dot meets the box, you can stop. 2. When the time has diminished, you are finished. Do you know when to go? 3. t or above the ine, do another time. 4. Once beow the ine is just fine. When shoud you make a change?. Twice beow, the reinforcer shoud go. When do you ask for hep? 6. Three times or more, the manager must expore. 3 OUNT PER MINUTE x What Shoud You Do? O O O O O O Things to Remember Pot both corrects and errors. Pot the record foor. fter each timing, make a decision. Don t forget to instruct between timings. Te the student what he or she is doing right too! ways be prepared to vary the possibe reinforcers.

6 PPENDIX 2 Using the Timings hart to Make Within-ssion Decisions Deb Brown Stanisaus ounty Office of Education Morningside Teachers cademy TWO TYPES OF DEISIONS 1. Timings sessions. First eve of decision making. Timings Standard eeration hart is used. 2. cross sessions. Decisions are based on earning pictures. Daiy per Minute Standard eeration hart is used. MONTH / DY SLIE / LESSON STRT hr min STOP hr min OUNT PER MINUTE SUPERVISOR O O LIKENESS OF TIMINGS HRT..2 DVISER MNGER TIMINGS HRT GROUPS OF 10 SUESSIVE MINUTES 2006 BEHVIOR RESERH O BOX 331 KNSS ITY KS PERFORMER YER TIMING PERIOD FLOORS TIMES 2 10 sec 1 sec 20 sec 30 sec 1 min 2 min 3 min min Tpmin-4E What does it ook ike? data are converted and recorded as count per IO TIMINGS minute. Frequency of behavior can be recorded from.2/minute to 00/minute. The dark vertica ines separate each practice session. Each of the ighter vertica ines is where each of the timed practices are recorded during each session. t the top, you record the date and the esson/sice. t the bottom, you record the team and targets. OUNTED ORGNIZTION DIVISIONI ROOM TIMER OUNTER HRTER Reprinted with permission from Deb Brown in Response to Intervention and Precision Teaching reating Synergy in the assroom by Kent Johnson and Eizabeth Street (The Guiford Press, 2013). Permission to photocopy this appendix is granted to purchasers of this book for persona use ony (see copyright page for detais).

7 WITHIN THE SESSION Decisions to make during practice REORD FLOOR The record foor is based on the ength of the timing. timing can ast minutes, 1 minute, 30 seconds, 10 seconds, etc. The recent foor denotes the owest possibe non-zero score. It is a ine just under the counting foor ine. Pace foor ine on correct practice ine.

8 LIKENESS OF TIMINGS HRT MONTH / DY 12/7 12/8 12/10 SLIE / LESSON L 32 L 32 L 32 STRT hr min STOP hr min EXMPLE 2006 BEHVIOR RESERH O OM 0 BOX 331 KNSS ITY KS Tpmin-4E YER O OUNT PER MINUTE O 10-c Timings. 30-c Timings 1-Min Timings TIMING PERIOD FLOORS TIMES 2 IO TIMINGS 10 sec 1 sec 20 sec 30 sec 1 min 2 min 3 min THREE BSI DEISIONS (BSED ON DT TTERNS) Stop. Student met goa for day or timed out. Keep going/practicing. Student performance on or above daiy performance ine. hange. onsequences don t seem to be working. sk for hep. Student performance dropped beow the daiy ceeration ine..2 GROUPS OF 10 SUESSIVE MINUTES min SUPERVISOR DVISER MNGER PERFORMER OUNTED ORGNIZTION DIVISION ROOM TIMER OUNTER HRTER

9 WITHIN SESSIONS, HRTING YOUR OURSE PREISION DEISIONS Stop? 1. When the dot meets the box. 2. When the time has diminished, you are finished. 1. Draw the box so the data tak. Do you know when to go? 2. Time the target. 3. t or above the ine, do another time. 3. Pot the dots. 4. Once beow the ine is just fine. hange? 4. fter the first time, draw the ine.. Use an incentive to keep the student attentive!. Twice beow the reinforcer shoud go. sk for hep? 6. Three times or more, the manager must expore.

10 WITHIN THE SESSION Decisions made after every timing ompare student s performance to minimum ceeration ine. Decision about the goa box Manager makes this decision; it s based on daiy ceeration or previous day s performance. WITHIN-SESSION DEISION 1 What do you do first? What comes next? Then what? What s your decision? Next? Next? Next? STOP hr min O OUNT PER MINUTE O

11 WITHIN-SESSION DEISION 2 What do you do first? What comes next? Then what? What s your decision? Next? Next? STOP hr min O What do you do? WITHIN-SESSION DEISION 3 STOP hr min O O O OUNT PER MINUTE OUNT PER MINUTE

12 PPENDIX 3 Timings Standard eeration hart MONTH / DY LIKENESS OF TIMINGS HRT 2006 BEHVIOR RESERH O BOX 331 KNSS ITY KS YER Tpmin-4E SLIE / LESSON STRT STOP hr min hr min O TIMES 2 IO TIMINGS OUNT PER MINUTE O TIMING PERIOD FLOORS 10 sec 1 sec 20 sec 30 sec 1 min. 2 min 3 min.2 min GROUPS OF 10 SUESSIVE MINUTES SUPERVISOR DVISER MNGER PERFORMER OUNTED ORGNIZTION DIVISION ROOM TIMER OUNTER HRTER opyright by the Behavior Research ompany. Reprinted with permission in Response to Intervention and Precision Teaching reating Synergy in the assroom by Kent Johnson and Eizabeth Street (The Guiford Press, 2013). Permission to photocopy this appendix is granted to purchasers of this book for persona use ony (see copyright page for detais).

13 PPENDIX 4 Daiy per Minute Standard eeration hart Dpmin-12E O OO O LIKENESS OF DILY per minute HRT DY MO YR M W F SUN DY MO YR DY MO YR DILY per minute Standard eeration hart - Dpmin-12E 2007 BEHVIOR RESERH O. vm BOX 331 KNSS ITY KS DY MO YR DY MO YR 4 SUESSIVE 8 LENDR 2 WEEKS 6 2O DY MO YR OUNT PER MINUTE Standard ceeration X16 O. X 4. X 2.O X 1.4 X 1.0 / 1.4.O / 2.OO / 4 / 16 per week.oo O O O O SUESSIVE LENDR DYS SUPERVISOR DVISER MNGER PERFORMER OUNTED OUNTING TIMES " sec " 2O" 3O" ' min 2' ' ' 2O' ' O' 2OO' hrs 2 4 O' 8 OO' 6 24 ORGNIZTION DIVISION ROOM TIMER OUNTER HRTER opyright by the Behavior Research ompany. Reprinted with permission in Response to Intervention and Precision Teaching reating Synergy in the assroom by Kent Johnson and Eizabeth Street (The Guiford Press, 2013). Permission to photocopy this appendix is granted to purchasers of this book for persona use ony (see copyright page for detais).

14 PPENDIX Exercise for Tiemann and Marke s Kinds of Learning Using this key, identify the kind of earning from Tiemann and Marke s (1990) simpe cognitive and compex cognitive domains represented by each exampe beow. = ssociation = quence VR = Verba Repertoire = oncept = Principe ppication St = Strategy Sometimes a context is required to cassify these exampes. In that case, describe the context and answer within that context. Kind of earning Exampe 1. Given a set of sentences, circe the noun. 2. Use a map to go to a ocation. 3. Find a ocation by using map guide etters and numbers. 4. Say the meaning of map symbos.. Pot a point by using artesian (x and y) coordinates. 6. onvert a Fahrenheit temperature to entigrade. 7. onvert inches on a map to mies on the ground. 8. Use a map to find the shortest waking path between two points. 9. Determine how goods wi be distributed fairy among a group of peope. 10. onvert a measurement in Engish yards or mies to meters or kiometers. 11. Te the meaning of metric prefixes (deca, kio, mega, giga, etc.) 12. Say the names of etters of the aphabet. 13. Say the etters of the aphabet in order. 14. Remember i before e except after c. 1. Use i before e except after c to spe an ie word. 16. Say the Pedge of egiance. From Response to Intervention and Precision Teaching reating Synergy in the assroom by Kent Johnson and Eizabeth Street. opyright 2013 by The Guiford Press. Permission to photocopy this appendix is granted to purchasers of this book for persona use ony (see copyright page for detais).

15 Kind of earning Exampe 17. Find nove exampes of biography. 18. Say your phone number. 19. Say your home address. 20. Identify the artist who created a piece of art you ve never seen before. 21. Identify the hypotenuse of a triange. 22. Spe the word boy. 23. orrecty punctuate a sentence. 24. Say the Japanese equivaents of a series of Engish words. 2. ount from 1 to 10 in Spanish. 26. Te how to take a person s bood pressure. 27. Take a person s bood pressure. 28. Differentiate between cases of addition and cases of subtraction. 29. ompete a page of addition subtraction facts. 30. ect the theorem(s) for soving a geometry probem. 31. Find the hypotenuse of a triange, given the opposite and adjacent sides. 32. Focus a camera. 33. Te the formua for mixing a particuar coor of paint. 34. ppropriatey identify own reatives as unce, aunt, brother, sister. 3. Match the gender of a noun and its pronoun. 36. Match the number of the subject and verb in a sentence. 37. Te the meaning of symbos on a TV weather map. 38. Te the meaning of Latin abbreviations in reference citations. 39. Differentiate among synonyms, homophones, and antonyms. 40. Te the order of succession to the presidency of the United States. 41. Determine in a set of sentences those that are compex. 42. Given two parae ines that are bisected by a third ine and ange, find ange B. 43. Predict what wi happen to the price of fruit when a deep freeze destroys a substantia portion of the fruit crop. 44. Name the state capitas of the United States. 4. Decide whether to add or subtract in a word probem. 46. Find the area of a rectange. 47. Te the formua for the area of a rectange. 48. Examine a set of sentences, and use a semicoon before any conjunctive adverbs or transitiona phrases that connect main causes. 49. Write a creative pay. 0. Give a ive report of an emerging crisis.

16 Kind of earning Exampe 1. Te the meanings of the symbos in the formua for finding the standard deviation of a set of numbers. 2. Te the formua for finding the standard deviation of a set of numbers. 3. Find the standard deviation of a set of numbers by using a formua. 4. Deveop a recycing system that meets the unique needs of your community.. Te whose stye is represented in a particuar scupture. 6. Name six Impressionist artists. 7. ect from a set of artworks those that are Impressionistic art. 8. Observe vignettes of tennis payers, and evauate their grip on the racket. 9. Differentiate between bacteria and viruses. 60. String a guitar. 61. Te the order of pitches of guitar strings. 62. Tune a guitar. 63. Differentiate between major and minor chords. 64. If your fire aarm sounds, take the appropriate action. 6. Given a stroke voume and cardiac rate, cacuate the cardiac output. 66. dd fraction probems. 67. Identify the appropriate rue to sove for x in probems of the sort x + b = c and ax = b. 68. hoose the appropriate fiter to adjust the coor in a photograph. 69. Find x in statements of the type x + b = c. 70. Rete the story of Much do about Nothing. EXMPLES OF KINDS OF LERNING KEY = ssociation = oncept = quence = Principe ppication VR = Verba Repertoire St = Strategy Variations may be acceptabe, depending upon the context the student describes. Kind of earning Exampe 1. Given a set of sentences, circe the noun. 2. Use a map to go to a ocation. 3. Find a ocation by using map guide etters and numbers. 4. Say the meaning of map symbos.. Pot a point using artesian (x and y) coordinates. 6. onvert a Fahrenheit temperature to entigrade.

17 Kind of earning Sr or /St / / Exampe 7. onvert inches on a map to mies on the ground. 8. Use a map to find the shortest waking path between two points. 9. Determine how goods wi be distributed fairy among a group of peope. 10. onvert a measurement in Engish yards or mies to meters or kiometers. 11. Te the meaning of metric prefixes (deca, kio, mega, giga, etc.) 12. Say the names of etters of the aphabet. 13. Say the etters of the aphabet in order. 14. Remember i before e except after c. 1. Use i before e except after c to spe an ie word. 16. Say the Pedge of egiance. 17. Find nove exampes of biography. 18. Say your phone number. 19. Say your home address. 20. Identify the artist who created a piece of art you ve never seen before. 21. Identify the hypotenuse of a triange. 22. Spe the word boy. 23. orrecty punctuate a sentence. 24. Say the Japanese equivaents of a series of Engish words. 2. ount from 1 to 10 in Spanish. 26. Te how to take a person s bood pressure. 27. Take a person s bood pressure. 28. Differentiate between cases of addition and cases of subtraction. 29. ompete a page of addition subtraction facts. 30. ect the theorem(s) for soving a geometry probem. 31. Find the hypotenuse of a triange, given the opposite and adjacent sides. 32. Focus a camera. 33. Te the formua for mixing a particuar coor of paint. 34. ppropriatey identify own reatives as unce, aunt, brother, sister. 3. Match the gender of a noun and its pronoun. 36. Match the number of the subject and verb in a sentence. 37. Te the meaning of symbos on a TV weather map. 38. Te the meaning of Latin abbreviations in reference citations. 39. Differentiate among synonyms, homophones, and antonyms. 40. Te the order of succession to the presidency of the United States. 41. Determine in a set of sentences those that are compex.

18 Kind of earning St St (athough for experienced newscasters, coud be ) St / Exampe 42. Given two parae ines that are bisected by a third ine and ange, find ange B. 43. Predict what wi happen to the price of fruit when a deep freeze destroys a substantia portion of the fruit crop. 44. Name the state capitas of the United States. 4. Decide whether to add or subtract in a word probem. 46. Find the area of a rectange. 47. Te the formua for the area of a rectange. 48. Examine a set of sentences, and use a semicoon before any conjunctive adverbs or transitiona phrases that connect main causes. 49. Write a creative pay. 0. Give a ive report of an emerging crisis. 1. Te the meanings of the symbos in the formua for finding the standard deviation of a set of numbers. 2. Te the formua for finding the standard deviation of a set of numbers. 3. Find the standard deviation of a set of numbers by using a formua. 4. Deveop a recycing system that meets the unique needs of your community.. Te whose stye is represented in a particuar scupture. 6. Name six Impressionist artists. 7. ect from a set of artworks those that are Impressionistic art. 8. Observe vignettes of tennis payers, and evauate their grip on the racket. 9. Differentiate between bacteria and viruses. 60. String a guitar. 61. Te the order of pitches of guitar strings. 62. Tune a guitar. 63. Differentiate between major and minor chords. 64. If your fire aarm sounds, take the appropriate action. 6. Given a stroke voume and cardiac rate, cacuate the cardiac output. 66. dd fraction probems. 67. Identify the appropriate rue to sove for x in probems of the sort x + b = c and ax = b. VR 68. hoose the appropriate fiter to adjust the coor in a photograph. 69. Find x in statements of the type x + b = c. 70. Rete the story of Much do about Nothing.