Got Behavior? storyboard

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Actual text:GOT BEHAVIOR? (bold,all caps)Bringing Out The Best In Kids Who Behave the WorstJill T. ChapmanUniversity of South Carolina

Got Behavior?Live Binder: Tab 1: Introduction

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GOT BEHAVIOR?

Bringing Out The Best In Kids Who Behave the Worst

Jill T. ChapmanUniversity of South Carolina



Actual text:Challenging Behaviors Impact: (center of web)Academic Achievement Family Involvement Classroom AtmosphereRelationships


Tab 1: Page 2 of 4Description: Setting the Purpose

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Narration: Students with challenging behavior impact the entire classroom environment. This extends past their own academic progress. Relationships are impacted at every level.

Organizational Chart: web of supporting details (repeating bending process)

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Actual text:Steps for Measuring Classroom BehaviorDefine BehaviorDetermine DimensionSelect Recording Method and ScheduleEvaluate Results


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Narration: Luckily, we can support our students’ acquisition of appropriate behavior. The process is called behavior analysis. This is a proven process that helps teachers make behavioral decisions that will best support their students.

4 Block Box from Smart Art



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Actual text:Go to Tab 2


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Go to Tab 2



Actual text:Defining BehaviorListen as Ms. Clipchart shares her concerns about a new student in her math class.

Got Behavior?Live Binder Tab 2: Define Behavior

Tab 2: Page 1 of 4Description: Scenario

Image/Video:Image of stressed teacher

Narration: Teacher reflecting on challenges she faces with new student

Defining Behavior



Actual text:Target Behaviors: Observable and Measurable


Tab 2: Page 2 of 4Description: Where to Start

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Narration: The definition must be specific. This means that we can all agree when it happens and when it does not.

Target Behaviors*Observable*Measurable(Smart Art bullet list)

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Actual text:Examples: clear, observable, measurable behaviorsNon-examples: based on opinion, value statements


Tab 2: Page 3 of 4Description: Examples

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Narration: Just like any other concepts, we can learn about operational behavioral definitions through examples and non-examples. Let’s look at the table on this page.

Table from Smart Art of examples and non-examples



Actual text:Go to Tab 3(Additional sub-tabs in Tab 2: link to Iris Center, handouts to help define behaviors)


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Narration: Before you move to Tab 3, take time to explore the additional resources that are available in Tab 2.

Go to Tab 3

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Actual text:Dimensions of Behavior

Got Behavior?Live Binder Tab 3: Dimensions of Behavior

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Narration: The dimension of the behavior tells us more about how it can be measured and reinforced.

Dimensions of Behavior



Actual text:The Big Two:Duration Frequency


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Narration:Although there are several dimensions of behavior, the Big Two for classroom use are duration and frequency.

The Big Two:Duration Frequency(Outline from Smart Art)



Actual text:Duration: Length of TimeBehaviors that occur extended periods of timeClear beginning and ending


Tab 3: Page 3of 6Description: Duration

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Duration: Length of TimeBehaviors that occur extended periods of timeClear beginning and ending



Actual text:Frequency: How Many TimesBehaviors that occur more than onceClear beginning and ending


Tab 3: Page 4 of 6Description: Frequency

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Frequency: How Many TimesBehaviors that occur more than onceClear beginning and ending



Actual text:Other Dimensions:LatencyLocusIntensityTopography(See sub-tabs for information on each of these dimensions.)


Tab 3: Page 5of 6Description: Others

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Narration:Duration and frequency are the most commonly explored dimension in classroom behavior. However, other dimensions include…….”

Other Dimensions:LatencyLocusIntensityTopography



Actual text:Go to Tab 4(see sub-tabs for handouts)


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Narration: Before you move to Tab 4, take time to explore the additional resources that are available in Tab 3.

Go to Tab 4



Actual text:Recording Methods and Schedules

Got Behavior?Live Binder Tab 4: Recording Methods and Schedules

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Recording Methods and Schedules



Actual text:Duration: Length of Time“How long did Regis sit in his assigned area?”Tools: Stopwatch, Pencil, Observation SheetDirections: Record the time


Tab 4: Page 2 of 6Description: Duration

Image/Video:tableNarration: This type of recording yields great information, but may require an additional person to help collect accurate data.

Insert table with headings: Dimension, Question, Direction, Tools



Actual text:Frequency- Event RecordingHow often did Regis get out of his seat?Tools: Pencil, Observation SheetDirections: Tally each occurrence



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Narration: This type of recording is very easy. Unfortunately, it is often easier to use it to collect data on the inappropriate behavior than it is on the appropriate behavior.




Actual text:Frequency- Interval RecordingWhat percentage of time did Regis stay in his seat?Tools: Time signaler, Pencil, Observation SheetDirections: Mark the interval if the behavior occurred



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Narration: This type of recording gives the best information about an appropriate behavior. You may need an additional person to help make sure your data is accurate.




Actual text:Baseline- 3 to 5 observationsIntervention- Samples across settings, does not need to be all day(see sub-tabs for examples of forms)


Tab 4: Page 5of 6Description: Schedule

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Narration: Explain how to schedule intervention observations that will yield the best representation of the student’s typical behavior.

Table with schedule example



Actual text:Go to Tab 5


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Narration:Before you move to Tab 5, take time to explore the additional resources that are available in Tab 4.

Go to Tab 5



Actual text:Analyze Results

Got Behavior?Live Binder Tab 5: Analyze Results

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Narration: You will be able to analyze your data to determine the effectiveness of the intervention you selected.

Analyze Results



Actual text:Behavior graph with baseline and intervention stages that show increase in target behavior


Tab 5: Page 2 of 4Description: Graph

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Narration: Take time everyday to plot your data on a simple graph.

Example of graphed data



Actual text:Possible DecisionsChange InterventionSchedule Generalization OpportunitiesBegin Fading Prompts


Tab 5: Page 3 of 4Description: Decisions

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Narration: You can make many decisions based on your visual analysis of the data. This helps make sure we base of actions on evidence, rather than emotional responses.

Trapezoid List from Smart Art


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Actual text:Wishing You Good Luck and Great Behavior!Jill T. [email protected]

Got Behavior?Live Binder Tab x: Title

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Narration:Now you have the basics of classroom behavior collection. Make sure to access the sample forms and resources to help you along the way. Good luck!

Wishing You Good Luck and Great Behavior!Jill T. [email protected]

Got Behavior? storyboard

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