1. BEHAVIOR
INTERVENTION/
DATA
COLLECTION
Kaila Vallera
Intervention Specialist
Walnut Springs MS

2. CRISIS INTERVENTION REFRESH
(CPI)
BEHAVIOR LEVELS
1. ANXIETY- NOTICEABLE CHANGE OR
INCREASE IN BEHAVIOR
1. DEFENSIVE- BEGINNING STAGE OF
LOSS OF RATIONALITY (REFUSAL,
SWIPING, THROWING, ESCAPE)
1. TANTRUM- TOTAL LOSS OF
CONTROL (SUSTAINED ATTACK,
IMMINENT THREAT OF HARM)
1. TENSION REDUCTION- DROP IN
ENERGY FOLLOWING A CRISIS
STAFF APPROACHES
1. SUPPORTIVE- EMPATHIC
NONJUDGMENTAL (LISTEN,
ACKNOWLEDGE, CHANGE
ENVIRONMENT)
1. DIRECTIVE- SET LIMITS, FORCED
CHOICES, FIRST/THEN...
1. CPI- RESTRAINT IN CONTROLLED
POSITION
1. THERAPEUTIC RAPPORT- EFFORT TO
REESTABLISH COMMUNICATION

3. The Conflict Circle
Self-Concept
(Irrational Beliefs)
1. Life Event
(Stress)
2. Feelings
3.
Observable
Behavior
4. Others’
Reactions CRISIS!

4. Verbal
Intervention
a. provide a rational response
b. acknowledge student,
ignore challenge
1. forced choices, First/Then
1. allow for release and provide
space
1. take seriously, utilize team
1. communicate to change behavior
for next time
1. Questioning
a. info-seeking
b. challenging
1. Refusal or Noncompliance
1. Release/Tantrum
1. Intimidation/Threats
1. Tension Reduction (change behavior
for next time)

5. “
Directive- taking control of a potentially
escalating situation
▸ simple and clear- (First/Then, forced choices) allow
for processing time
▸ reasonable- Is it attainable for the student? Is it
logical?
▸ enforceable- Can you/will you follow through with
consequence/reinforcer?
*To shape behavior, CONSISTENCY is key: consequences
must be consistent across all staff AND rewards earned
should be presented at time behavior is displayed or
goal is met.

6. Behavior Support Techniques
▸ Manage the environment (seating, lighting,
temperature, structure)
▸ Prompting (Visual, Nonverbal, Verbal)
▸ Caring gesture (pat on back)
▸ Hurdle Help (scaffolding, peer model)
▸ Redirection/Distraction (give student a
job/task)
▸ Proximity
▸ Directive Statement/request (NO
QUESTIONS)
▸ Time away (brief break)
MostRestrictiveLeastRestrictive

7. LABELING BEHAVIOR FOR ATTENTION SEEKERS
Show me how to sit appropriately.
Can you show me how to sit
appropriately?
Keep the fidget in your hands.
Do you want me to take that from
you?
You should be at your desk right
now.
Can you sit down?
Ignore, and continue on with
task/follow through

8. USING
POSITIVE
LANGUAGE
Today’s Goals
❏ No sleeping
❏ Try not to blurt out
❏ Not getting into a
fight
Today’s Goals
❏ Stay alert in class
❏ Raise hand before
speaking
❏ Keep hands to self

9. CONSEQUENCES
HIERARCHY GAME
http://iris.peabody.vanderbilt.edu/mconte
nt/activity-behavior-game-introduction/

10. DATA COLLECTION
Watch the video below and fill out the ABC analysis form on Kira, the
girl in the white shirt. What do you think is the function of Kira’s
behavior?
http://iris.peabody.vanderbilt.edu/module/fba/cr_assess/#content

11. ABC chart data comparison
Time Antecedent Behavior Consequences
:10 Teacher asks “what makes
a good story”
Kira whistles -Teacher redirect,
“Kira, that’s enough”
-Peer attention
(laughing)
:12 Peer attention (laughing) Kira raises hand
and shares silly
response
-Neutral teacher
acknowledgment and
directs attention to
another student
-Peer attention
(laughing)
:41 Peer attention (laughing) Kira raises hand
and shares silly
response
-Teacher redirect,
“That’s enough” and
directs attention to
another student
-Peer attention
(laughing)

12. ABC
Antecedents
When identifying the
antecedents, consider these
questions:
▸ Where does the
behavior happen?
▸ With whom does the
behavior occur?
▸ When does the
behavior happen?
▸ What activity is the
behavior occurring
during?
▸ What are other
students doing when
the behavior begins?
▸ What are other
teachers/adults doing
when the behavior
begins?
Behavior
▸ Behaviors should
be described as
clearly and concisely
as possible.
Consequences
▸ When identifying
consequences, it
may not be as
clear as "time out",
"reprimand" or
"ignore". Often
times when
observing behavior
one may find that
multiple events
will follow the
behavior of
concern including
the reaction of
other students and
adults present
during the
behavior.
http://iris.peabody.vanderbilt.edu/behavior-abc-video/

13. LATENCY
DATA
RECORDING
measures the amount of time that lapses between
an antecedent (e.g., teacher’s directive) and when
the student begins to perform a specified behavior.
This type of data collection is appropriate for
behaviors that follow a command or directive, or a
distinct stimulus. For example, the teacher might
expect the student to be in his seat and ready for
class within ten seconds of the bell ringing.
1. Start the timer when the antecedent is provided.
2. Stop the timer when the behavior occurs.
3. Record the number of seconds or minutes that
elapsed between the end of the antecedent and the
onset of the behavior.
4. Repeat the above steps until the end of the
observation period.

14. FREQUENCY DATA
RECORDING
measures the number of times a behavior occurs within a given
period. Frequency recording is best for behaviors with a distinct
beginning and end.
1. Note the time the observation begins.
2. Record each occurrence of the behavior. Teachers can easily do
this by making a tally mark for each occurrence of the behavior.
3. Note the time the observation ends.
4. Calculate the length of time for the observation.
5. Calculate the rate by counting the total number of times the
behavior occurred and dividing by the length of the observation.

15. documents whether a behavior occurred during a particular period.
● whole interval (an observer indicates whether the behavior occurred during the
entire time)
● partial interval (an observer indicates whether the behavior occurred at any point
during the time interval).
1. Divide the observation period into equal intervals (usually between five and fifteen
seconds long). Note: If teachers are trying to collect data themselves during an
instructional period, the time intervals need to be longer. It is recommended that an
observer collect the data.
2. At the end of each interval, record whether or not the behavior occurred. Note: For
whole interval recording, the behavior must occur throughout the entire interval. For
partial interval recording, the behavior must occur during some portion of the interval.
3. After the session is over, count the number of intervals during which the behavior
occurred.
4. Divide this number by the total number of intervals and multiply by 100 to determine
the percentage of intervals during which the behavior occurred.
INTERVAL RECORDING

16. CLOSING
STRATEGIES
▸ Offer choices to increase
motivation and interest in
performing less desirable
tasks
▸ Avoid power struggles
▸ Create visual schedules
▸ If possible, change the timing
of undesirable tasks to come
before desirable tasks (built in
rewards)
▸ Make the task or demand
easier to accomplish
successfully (set them up for
success) Do the whole packet
vs. Do the first 5 questions i.e.
chunking

17. THANKS!
Any questions?
credits
http://iris.peabody.vanderbilt.edu/
http://mommyshorts.com/2011/06/early-
development-attention-seeking-behavior-in-
children.html
http://www.crisisprevention.com/