5. Observe and collect data

Collecting and using data

To implement systems for managing student's behaviour that are responsive to the student's needs it is necessary to have a clear understanding of all the elements that impact on their behaviour. It is crucial to use data about their behaviour when making decisions about their behaviour.

You will:

collect data and record observations as a basis for gaining understanding of the child / young person's behaviour.
use data to demonstrate the frequency, intensity and duration of behaviours requiring support .

1a. View the slides below to find out more about why we use data.

data.pptx

1b. View the slides below to find out more about how to make observations and to collect and organise data.

observations.pptx

2. Make observations

Activity:

Summarise the guidelines from the slides above to guide you as you make your observations of the students in the videos.

Collate the notes and remind each other of what you will be recording.

Let's use the strategy - I do, we do, You do.

I will model how to do observations.
We will do some observations together.
You will do some observations.

2a. Let's practice observing - watch the videos below

You can work by yourself or with a partner. Use the observation template provided (Template 1 - observations)

Use one of the videos below to practise observing and making notes about student behaviour. Pick one student and note down what you see and what you hear without interpreting, just observing.

After you have made your observations,

Consider and discuss:

did you record the same events as others in the class or your partner? Why or why not?
did you record the same comments made as others in the class or your partner? Why or why not?
do you have different beliefs about what was happening? Discuss your beliefs about what you were seeing and hearing.

Observe the child in the orange/red shirt on the left in the Elementary Maths Classroom video above.

After you have made your observations discuss them with someone else who watched the same video. Use the same Template 1 - Observations.

Consider:

did you record the same events? Why or why not?
did you record the same comments made? Why or why not?
do you have different beliefs about what was happening? Discuss your beliefs about what you were seeing and hearing.

Working together:

what is different about the behaviours here?
how might we deal with this non-disruptive behaviour?

Share with the whole group.

This time, using Template 2 - ABC for this observation. We will just do observations in the first part of the video, then stop and discuss. We will then watch right through.

Working together:

record the antecedents of at least two behaviours you observed
record any triggers for the behaviours you observed
consider the function/s of the behaviour/s

Share with the whole group.

Activity - Discussion

After watching the last video right through, discuss your thoughts about the consequences and support strategies used.

2b. Examples of anecdotal evidence/observations/jottings (ECE language)

Thursday 5/4/2022

8.40 assembly, B came a little late (8.50) sat at back of class line, moved from one spot to another, tapped J and B on arm, pulled hair of X, squished the fingers of L with their shoes, then moved in front of the other students. This continued until B was moved away from the class to stand with teacher behind class at 9.05am. Wriggled and rolled on their shoes, looked up to see if teacher was watching and ran off at 9.08am.

9.09 B went behind where the teachers were sitting. J, SLSO , went and talked to B and held our her hand. B nodded agreement and took hand and was guided back to class group. B held SLSO’s hand and fidgeted walking back.

9.11 B sat down a little in front of SLSO. Wriggled around until Assembly finished at 9.15.

Thursday 5/4/2022

11.20- Adventure Playground- Lunch

B pushing others off play equipment (J and K). Was reminded of play rules which included hands and feet to self. Did not follow directions given by teacher on duty regarding rules and pushed H. B smiled when pushing H.

B was reminded that it is the school rules that only one allowed on equipment at a time. B pushed to front of the line of children waiting and jumped up and onto the monkey bars, making it 2 at a time. Was asked to stand out for 3 minutes and did so.

11.25 B pulled H and M off the monkey bars. Teacher asked B to go on to next part of playground and play. B refused, told teacher to go away. Teacher insisted and told B to sit out for 5 minutes. B shook their head and teacher told B that if did not do this, was losing the rest of their recess. B walked to seat, head down and sat for the 5 indicated by the teacher. Teacher gave B permission to come back to play at 11.30.

11.30 B and friend were playing on monkey bars and not sharing (givign others in the line a turn). One of the children went on to the monkey bars, so B laid under the monkey bars. B started calling S, who had got onto the bars, names then left when teacher began walking back to monkey bars.

11.40 B was told that it was nearly time for the bell so time to get hat and start making way to class. B left and took shoes off and went in the sand pit.

11.45 Bell rang, B was instructed to go to class, B waited 30secs then picked up shoes and socks and walked to class, not ready to go into class, B didn’t have shoes or socks on. Was helped to put them on.

11:50 B back in class

Friday 6/4/2022

10.20 Brother(not Bs brother) of one of the students and his Lizards visited classroom, all children were excited and they were asked to sit in front of the lizards and listen while the lizards and brother were introduced, they were all told that there would be questions after they heard about lizards.

B would not sit down and wandered around the room whilst brother was speaking. After brother spoke there was question time, others raised hands, B yelled out "what sort of lizard is the grey one" and was reminded to put up hand,. B replied with ‘nup’ and ran out of classroom at 10.45. SLSO followed B out.

10.47 B came back in, followed by SLSO, and stood behind the brother and lizard. SLSO was indicating with non-verbal language for B to sit down. B waited and listened for a little bit without sitting and then yelled out a different question "what do you feed that lizard?"

10.50 B was asked to sit back down with everyone and teacher explained that that question had already been asked and answered while B was out of classroom. B then skipped/ran to back of classroom and started rolling over big lounge type chairs. The lizard questions finished 1 minute later, and all students were told they were allowed to pat the lizards if they wanted to.

B ran up and pushed in front of all the students who had formed 2 lines, all students patted the lizards and talked to the brother and then said thankyou and goodbye. Brother left the room with container of lizards.

10:58 B ran out of classroom saying going for drink of water, stopped brother and lizards outside the door for another minute while having another pat, was ushered back inside. B was reminded that it wasn’t long till Lunch that bell rings at 11. Other children all getting instructions and helping form a sentence to write in their books. They start this task and B says doesn’t want to write about lizards. He wants to go to lunch. Gets book out, writes a few letters says doesn’t know what to do, pack up starts.

B chucks book away into tray, bell rings.

Friday 6/4/2022

After Lunch, regular teachers out of room – 2 drama/music teachers in for afternoon.

12:00 B jumping, stomping, yelling and unsettled going back into class, all the other students were sitting quietly doing silent reading.

B yelling tapping/talking to L, M, P doing silent reading. SLSO guided B away from others and they sat down at the back of classroom until next activity started, with SLSO showing B a book on lizards. 12:05 pm class split into 2 groups .

B told he had an SLSO and was going to indoor music activities with his group. B complied and did as was asked throughout music activities. Recess 1.05-1.35pm. B then told he had Inside/Outside PE activities, again did as was asked. Both groups came back together at 2.30pm. The students put on a drama show, B sat down at the back of the group, leaning on others near him, asked to get off and sit up, B then spat on K, teacher said that is not acceptable behaviour and removed B from the group.

3. What do we do with our observations?

The development of behaviour guidance or change plans should be led by senior staff, but all SLSOs will have some responsibility in implementing and monitoring the plans.

In developing and implementing behaviour plans there are a few guidelines to keep in mind.

We begin with observations:

Observe the child using suitable observational techniques. Event and time samples work to help you use the ABC process!

These observation can help to identify whether there are any obvious triggers to the child/s behaviour, for example, tiredness or a particular peer.

They can also help to determine if the behaviour is being reinforced unknowingly by educators or peers. This knowledge is needed to plan for the child.

We use one of the processes/templates described in the slides above and we choose the template that we believe will give us the best quality and quantity of information. Discuss choice of templates with videos above.

The ABC Process

A = Antecedent (what happened before the behaviour occurred - you may not know this in all situations)

B = Behaviour (what behaviour was observed)

C = Consequence (what happened after the event that maintained, reinforced or alleviated the behaviour)

After using a template and discussing the findings with those involved with preparing a plan we can move on to the BFG process!

B = Behaviour - Identify the behaviour | This may sound like a straightforward task but it is not. We will need a sound understanding of child development—the behaviour may or may not be inappropriate given the child’s developmental level. We also need to consult with other educators, including of course, parents, and observe the child in a number of settings and over time. Always start with a range of observations of the child which will help to clearly identify the actual problem behaviours.

F = Feelings and factors | Remember that all children's behaviour means something—inappropriate behaviour is a result of the feelings that children are experiencing. Pinpoint environmental and social factors as well as the feelings behind the behaviours looking at what precedes the behaviour, any antecedents will help here also.

Start small and start easy. Even where a child may show a range of inappropriate behaviours, it is best to tackle them one at a time. If possible choose a behaviour that most staff feel they may have the best success with. Alternatively you may need to start with the behaviour that is most disruptive or potentially harmful.

G= Guidance - Have clear and positive goals | Even though you may be overwhelmed with a desire to simply stop the inappropriate behaviour, the goals should be about the child developing social skills, skills in dealing with their feelings and developing self-control.