Real Life Data Driven Decision Making: Analyzing Brad Pitt's Behaviors
This article highlights how real life data can help in decision making by analyzing Brad Pitt's behaviors. The data was collected through a system that monitored his actions such as hitting, kicking, throwing objects, and touching others.
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1. REAL-LIFE DATA DRIVEN DECISION MAKING The Data Story
2. Featuring: Brad Pitt Brads behaviors: Hitting Suck Thumb Kicking Throwing object(s) Hide under table/desk Threatening Taking materials Walk/run away Punching Touching others Stealing toys Taking property Pushing Close Eyes
3. Data Collection System Hit Kick Punch Push Throw Threats Grab Touch Steal Toys Take property Close eyes Such Thumb Leave area M T W Th F Total
4. Whats the problem? Too many targets Cannot track all Complicated system Likely to be inaccurate Need definitions: need to operationalize Behaviors occur in clusters Sowe developed categories Aggression Inappropriate touching Refusal
5. Data Collection System Easier to use/get accurate results Behaviors defined on the back Daily/Weekly Behavior Summary Chart Week # Aggressive Touch Escape # Time Out Date: Totals: Ave/day:
6. Baseline Data
7. Determining a Target Behavior Most often occurring? Most dangerous? Takes most of your time? Strongest impact on education/learning? Easiest/Quickest fix? Our focus: Refusal Most time, high frequency, strongest impact
8. Target behavior: Refusal So why is he refusing? (function) Obtain or Escape? Attention, Tangible item, Sensory input, Task/Activity Motivation Assessment Scale by V. Mark Duran and Daniel Crimmins Overwhelming response escape! Escape by: Suck thumb, leave area, close eyes, hide under table/desk Is the aggression and touching just another means to escape?
9. Situation Brad is a very young student Refuses everything to get out of tasks Can he actually perform the tasks? Does he have basic school skills ? So what do we do about it? Teach Brad to escape in appropriate ways WHAT!?!
10. The Intervention Activities are offered with group When Brads refusal indicators are seen: Hand over hand: different Brad will move away and choose from a box Cutting, coloring, gluing, blocks, counting, worksheets Timer set for 5 minutes Asked to return: can indicate yes or different Yes: return to group Different: choose from box Also, for every 5 minutes at a planned/group activity, Brad earns computer time
11. The results
12. Modified the intervention Brad MUST return to the group/planned activity before indicating different He may no longer stay in the alternate activity more than once at a time For every 7 minutes at a group/planned activity, Brad earns computer time
13. and the progress continues!!
14. Uh-ohBrad is changing schools!! What are we going to do?? Have meeting with select current and future staff and administrators Share data, plan, progress, challenges, concerns Send over all visuals and supports In-service all future staff Meet over summer to prepare materials and staff, ask/answer questions, provide support And then what happened?
15. Welcome to Your New School! Brads behaviors: Hitting Suck Thumb Kicking Throwing object(s) Hide under table/desk Threatening Taking materials Walk/run away Punching Touching others Stealing toys Taking property Pushing Close Eyes The behaviors were the same, but had diminished in frequency.
16. Data Collection System
17. Weekly Data Collection Summary
18. Determining a Target Behavior Our focus in the D/HH Program at the new school was also: Refusal Our team wanted to continue monitoring the progress made at his previous school. We also wanted to provide continuation in case of regression over the summer.
19. Target Behavior: Refusal So why is he STILL refusing? escape! Escape by: Still sucks thumb, leaves area, closes eyes, hides under table/desk
20. Baseline Data
21. The Intervention Activities are offered with group When Brads refusal indicators are seen: Independently signs different Brad will move away and choose from a picture chart Cutting, coloring, gluing, blocks, play dough, puzzles. Timer set for 7 minutes (increased from last year) Must return to the activity before indicating different He may no longer stay in the alternate activity more than once Also, for every 7 minutes at a planned/group activity (increased from last year), Brad earns 5 minutes of computer time.
22. Different Choices
23. The Results
24. Identifying the New Behavior PHEW!!!!!! Brad sits at the table now, BUT a new behavior has popped up!
25. Determining a Target Behavior Most often occurring? Most dangerous? Takes most of your time? Strongest impact on education/learning? Our focus: Inappropriate Touching Highest frequency, strongest impact, most time
26. Target Behavior: Inappropriate Touching So why is he inappropriately touching? (function) Obtain or Escape? Attention, Tangible item, Sensory input, Task/Activity Observations and data collection Overwhelming response Obtain Attention! Got attention by: Slapped, rubbed, grabbed, and pinched others private areas as well tried to put others hands on his private area, tried to look down others shirts, put his hands up others shirts Brad has continued with aggressive behavior and has also started a NEW behavior of showing his middle finger to both peers and teachers. Data Collection will now include: Finger, Aggressive Behavior, Inappropriate Touching, and Time Outs
27. Data Collection
28. Weekly Data Collection Summary
29. Baseline Data
30. The Intervention Staff will TEACH appropriate attention seeking behaviors Raising hand, signing/vocalizing persons name, using tactile clues in appropriate places such as the shoulder and using a social story, play acting etc. Staff will MODEL appropriate attention seeking behaviors Raising hands, signing/vocalizing persons name, using tactile clues in appropriate places such as the shoulder, use social story Staff will PROMPT appropriate attention seeking behaviors Picture cues, visual prompts (raising hand) Staff will REINFORCE appropriate attention seeking behaviors When Brad seeks attention appropriately, he is given a sticker and praise When he gets 5 stickers, he will earn a preferred activity such as 5 minutes of computer time or 5 minutes of play time. Staff will also provide consequences to inappropriate touching. When Brad inappropriately touches peers or teachers, he will take responsibility for his actions and place an X on his Bad Touch chart When he gets 3 Xs, he will receive a 5 minute time out.
31. Visual Support
32. Data Collection System
33. The Results
34. Whats next for Brad? As you can see in the charts, the Escaping, Inappropriate Touching, and the Finger has diminished, but his Aggression remains. Aggression due to a skill deficit. Intervention: Staff will teach, model, and prompt Brad to walk away, sign/say fine or pick a different friend, when peers dont wish to play with him. Staff will teach, model and prompt Brad to tell a teacher or sign/say not yet finished, when a peer takes his toy. All of these positive behaviors will be reinforced using prompting, picture cues, verbal praise, high fives, sticker chart to earn preferred activity etc.
35. Brads Team Raven Stromek, ISRC Consultant email@example.com Brenda Schmidt, D/HH Consultant BSCHMIDT@psd202.org Jennifer Rees, D/HH Classroom teacher firstname.lastname@example.org