According to Cohen and Spenciner (2009), educators watch student behavior across a myriad of school environments. Because of this, it is important for educators to define behavior in observable terms so that each person conducting an observation has the same definition of the behavior they are recording in the data collection tool (p. 249). Data tells a story. There are many methods of collecting data specifically pertaining to challenging behaviors. Please take about 15 minutes to review these data collection tools (Links to an external site.) and the examples of data collection forms that are commonly used in the practice of special education.
Another way to collect data while focusing on its function is to create an ABC analysis. The IRIS Center (Links to an external site.) is a website that discusses how using an A-B-C analysis can help guide the observation and create cohesiveness across the education environment. (We will be referencing this type of data collection again in Week Four.)
For this discussion, review the instructor guidance, The IRIS Center website, recommended videos, and information from the text to inform your response.
For this discussion:
- First, identify the disability you are focusing on for this course (intellectual disability).
- Next, describe the behavior you are observing in operational terms (use the five components discussed in the A-B-C Analysis Form download).
- Synthesize at least three data collection tools (p. 250-251) you would select to report out findings on the behavior.
Cohen, L. G., & Spenciner, L. J. (2009). Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Education.