Transcript Problem Definition

Problem Solving Model
Grant Wood Area Education
Agency
Problem Identification/Validation
What is
the problem?
Questions to be Answered
What is the current concern and/or the desired
behavior? (operational definition)
What is the current level of performance in the
targeted behavior? (baseline)
How does the current level of performance
compare to expectations? (problem validation)
Is the gap between current performance and
what is expected LARGE enough to consider
intervention? (data, problem validation)
Step One: Operational Definition
Contexts for this process
 Curriculum work – current state/desired
state
 IEP/IFSP – behavior of focus
 Functional Behavior Assessment
 I plan – with gen ed teacher
 I plan - FIE
Operational Definition
Objective- the definition refers only to
observable and measurable characteristics of
the behavior
Clear- the definition is so explicit that it could be
read, repeated, and paraphrased by others
Alterable- the behavior must be something that
can be changed
Generalizable – be observed in
more than one setting
NOT A GOAL STATEMENT
Operational Definition
An operational definition must be descriptive
enough that two observers could independently
observe the same behavioral episodes and
obtain similar observational data
Stranger Test
So What Test
Operational Definition
Format(Target behavior) means that (Student name)
(Action verbs)
Aggression means that Johnny kicks people or
objects, hits others, and spits at others
Answering “Wh” questions means Jane will
verbally answer who, what, where, what-doing
questions
Reading Fluently means that Thomas will orally
read 3rd grade Dibels text at a rate of 67-92
cwpm (25-50% ile, Fall)
Unclear Definition
Marco has inappropriate spacing in his
writing. He doesn’t leave adequate spaces
between the words.
Missy doesn’t follow basic concept
directions.
Explicit Definition
Marco has inappropriate spacing in his writing.
Inappropriate spacing means that Marco leaves
spaces smaller than a popsicle stick in his
writing.
Following basic concept directions means, when
requested, Missy will physically respond within 5
seconds. Examples of requests could include
quantity (more/less), time (night/day), position
(under/over).
Oper.Defs.[1].doc
Activity: Your Turn
Look at a sample Iowa I plan and supplemental
plan.
For the supplemental and I plan, is the area of
focus operationally defined?
(generalizable, objective, alterable and clear)
Write an operational definition for the behavior of
focus on the IEP.
Collect Baseline
Data should be collected BEFORE an
intervention is implemented
Needs to include at least 3 data points
(samples of the defined behavior)
Method of measurement chosen to collect
the baseline will be the same method used
to measure effectiveness of the
intervention
Baseline
Baseline describes a student’s current
level of performance in a target
behavior/skill
Collected within a specific parameter of
time (ex. one week)
It is compared to a standard, standard of
comparison
It can be displayed on a chart
Collecting the Baseline Data
What is the student’s current level of
performance in the area of focus?
Involves 3 steps
1)
2)
3)
Establish relevant dimensions (FLITAD)
Develop measurement strategy
Collect data
Baseline:
Dimensions of Behavior, FLITAD
Decide which of the 6 dimensions to use






Frequency
Latency
Intensity
Topography
Accuracy
Duration
FLITAD: Frequency, Latency,
Intensity, Topography, Accuracy,
and Duration
Frequency:
Number of times something occurs. Definite
beginning and ending points are needed for
a behavior to be counted.
correct words per minute (CWPM)
correct digits per minute (CDPM)
number of times something happens (head
banging, tapping or off task behaviors)
number of attempts
Always under specific time frames/limits
FLITAD is an acronym to remind us
about possible dimensions of a
concern or problem. Suggests what
may be observed or documented and
aides in the development of
descriptions and analysis.
Latency:
Elapsed time from the presentation
of the stimulus and the
response/problem; the amount of
time from the end of one event to the
beginning of the next.
Number of seconds it takes for a
student to follow a request
Initiate a requested behavior (start a
task, pick up the spoon, answer a
question.)
“FLITAD”
Intensity:
The magnitude of the behavior - often
measured through rubrics, a goal attainment
scale, and other observer-based ratings.
level of the outburst (scale of 1-3)
volume of voice (scale of loud to soft)
level of emotion (annoyed to furious)
Topography:
How the person looks or acts during
the observed behavior or when
presented with a stimulus.
loud noise: jumps up and screams
vs. sits calmly
pencil grip: tight pressure vs. loose
walking in hall: on tip-toes vs.
dragging feet
involuntary behaviors: ticks,
twitches, eye blinks, etc…
Accuracy:
Proportion of correct responses to opportunities to respond.
Accuracy measures are used to collect academic and behavioral
data:
accuracy of responses to comprehension questions
spelling
letter formation
mastery level tasks of :folding laundry, taking coat off and
putting it away, hallway behaviors and bathroom routines
Typically not under specific time frames or limits
Duration:
Amount of time that passes from when a
behavior starts to when it and stops. How
long something lasts or the time it takes for
a behavior to cease.
tantrums
remaining on task
destruction of materials or property
engagement in peer interactions/social
skills
Activity
Short video of student in early childhood
settings
For the scenarios write an operational
definition for one of the behaviors
observed.
After the third scenario choose 1
operational definition and choose the
dimension of behavior you would measure
(FLITAD)
What Dimension Would You Use
Mutual toy play
Writing in a daily
journal
Kicking furniture
Writing the letters of
the alphabet
Riding a bike
Initiating social
greetings
Completing a sheet of
division problems
Temper tantrum
Cursing
Following directions
Answering
comprehension
questions
Baseline: Choose a Measurement
Strategy
Dimension that is most problematic is
identified, determine how you will measure
the behavior
Remember, the strategy used to measure
during baseline same as during progress
monitoring of the intervention
Needs to be: Feasible,
Reliable, & Valid
Baseline:
Measurement Strategy Plan
Includes
- How the data will be collected
- The materials that will be used to
collect the data
- Where the data will be collected
- When the data will be collected
- Who will be responsible for
collecting the data
Baseline:
Measurement Strategy Should….
Match the dimension of the behavior
Be repeatable
Be systematic, reliable, and valid
Be time-efficient, simple to administer, and
allow for regular and frequent data
collection
Baseline Examples
Using DIBELS phoneme segmentation fluency,
Paige currently scores a median of 0 correct
phonemes in a one minute sample.
Given teacher’s oral directions in a whole class
setting, Payton follow a median of 5% of these
directions within 15 seconds during a 10 min
sample.
Comparison to Peers or Standard
3 questions to be answered:
1. What is the typical or expected
performance?
2. How do we define a significantly
discrepant range for the skill?
3. Is the discrepancy large enough to
warrant intervention?
Standards of Comparison
The standard must be appropriate to the
behavior and represent acceptable
performance
If direct peer comparison data is not available,
other local standards might include:







Local building or district norms
Teacher/classroom expectations
Criteria for the next environment
School policy standards
Instructional placement standards
State or national norms
Developmental Milestones
Cautions When Looking at
Discrepancy
Use multiple sources of data
Compare to norms when availableclassroom peers may be high achieving or
low achieving (the larger the sample size,
the more valid the data)
Problem ID/Problem Validation
Mistakes to Avoid






Definition of behavior is focused on an
unimportant behavior – So What Test
Dimension of measurement is not clear
Multiple observers do not agree when the
behavior occurs or does not occur
Standard for comparison is not related to the
problem behavior
Discrepancy is minimal between student’s
performance and expectation
Expectation is beyond what has been
taught in core curriculum
Questions you have answered
What is the current concern and/or the desired
behavior? (operational definition)
What is the current level of performance in the
targeted behavior? (baseline)
How does the current level of performance
compare to expectations? (problem validation)
Is the gap between current performance and
what is expected LARGE enough to consider
intervention? (data, problem validation)
Homework for Next Region
Meeting
Bring an example of how you have
identified a problem, operationally defined
it, and validated it to the next meeting.
This might be an intensive, an IEP, an
FBA, a curricular change, etc. It should be
applicable to your context
Regional Action Plan Committees
Early Access/Early
Childhood
Emily Thomsen
Sue Lavasseur
Denise Toomey
Lori Hilmer
Robyn Robbins
Anne Steffensmeier
Julie Warrington
Melissa Grennan
Victoria Giard
Kim Smith
Kelli Robertson (Hillary Prall)
Cultural Competency/
Disproportionality
Katy Lee
Tammy McSweeney
Melinda Mohr
Cheryl Mills Kelly
Maggie Slaymaker
Maureen Lough
Regional Action Plan Committees
Transition
Debbie Mills
Lindsay Copp
Wendy Bouslog
Proficiency of
special ed students
Jennifer Haefner
Pat Lussenhop
Ronda Hilbert
Mikki Graykowski
Tracy Petersen
Taresa Fetzer
Regional Action Plan Committees
Join a group if you did not sign up last
meeting.
Briefly look over data and goals to be met
Generate possible learning targets for the
region to address the problem.
Complete the region action plan template
Prepare to share out 2-3 action
steps/ideas your group has.