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Parent asks Joe to stop playing on the computer. Parent tells Joe to leave the computer again. Parent tells Joe to leave the computer. Joe again refuses to leave.
Parent starts counting to 10 as a warning to get off the computer. Joe does not move from the computer station.
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Parent finishes counting to 10 and again warns him to get off the computer. Joe stays at the computer and refuses to leave. Parent threatens that Joe lose computer privileges in the future.
Parent threatens that the Joe will lose computer privileges in the future. Joe ignores and continues working on the computer. The parent count to 10 again and again threatens future computer use. The parent counts to 10 again and again threatens future computer use Joe ignores and continues computer use.
The parent becomes angry and leaves the room. While it is important to look at both the antecedents and the form of the behavior, the focus of this article is on the consequence portion of the data collection.
Examine the consequence portion of the data collection form when identifying those responses that both increase and decrease problem behavior.
For example, if attention seems to increase problem behavior, then it may be important to teach the individual to get attention in a more appropriate fashion or to use attention for positive behaviors.
If escape from a difficult task seems to be a consistent theme in the consequence section, then it may be important to either change the task or to teach the child to ask for help.
And we may choose to use downtime as a reinforcer. Our responses should always focus on strengthening desired behavior, promoting the use of the replacement behavior, and decreasing the occurrence of the problem behavior Sugai, et. An important aspect of this prospect is understanding those responses or consequences that maintain, and either enhance or decrease behavior over time.
Assessment is the key to developing an effective program and tracking the progress of individuals. Yet there are barriers in collecting the data such as time, remembering in a crisis situation, and being consistent. We can overcome these barriers by planning ahead, matching collection strategies to the setting, and simplifying the data collection chart.
Notice the responses have already been established on the form. These are the responses that are typically identified as motivating behavior. While this system may be more efficient, you will note that much of the richness of the narrative is missing.Alphabet Knowledge Assessment Recognizing Letters: ©Lakeshore plombier-nemours.com response response response A S q C T e D Z w G Y j F X n H B v L M k R I u P a s O c t Q d z E g y W f x J h b N l m V r i K p total # recognized: U o Writing Letters: Key correctly recognized WR wrong response DK didn’t know NR no response Key correctly.
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“Alphabeats” is an accordion style ABC darium. Normally dariums are used to help children learn the alphabet. Resisting the use of the typical cutesie illustration styles and colors that one would expect, I instead leaned toward a limited color palette with a hint of whimsy contained in the illustrations.
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The first part of the assessment is on alphabet recognition and letter sounds.
I also have questions about reading readiness and writing. The next section is the math assessment. I test them on number recognition, writing numbers, colors, shapes, sorting, patterns, correspondence, counting, and subtitizing. An ABC data form is an assessment tool used to gather information that should evolve into a positive behavior support plan.