Standard Celeration Charting: Understanding Conventions and Practices - Prof. Owen White, Study notes of School management&administration

Download Standard Celeration Charting: Understanding Conventions and Practices - Prof. Owen White and more Study notes School management&administration in PDF only on Docsity! The Chart Book An Overview of Standard Celeration Chart Conventions and Practices Owen R. White University of Washington Malcolm Neely Washington State Public Schools, retired Learning Courses Tutorials Autumn 2004 (s) characteristics of the performance records will always appear the same. The original Chart (that is, the “true standard”) can be ordered from: Behavior Research Company Box 3351, Kansas City, KS 66103 Table of Contents Why a Standard Chart? ...................................... 3 The Scale Up the Left (Count per Minute) ........ 4 The Standard Frequency Scale.................... 6 The Frequency Scale is Symmetric............. 7 Equal Bounce: A Bonus............................. 8 The Scale Along the Bottom (Calendar Days) .. 9 Charting Frequencies ....................................... 10 The Program Team & Targets .......................... 11 Is It Supposed to Go Up or Down?.................. 12 Connecting the Dots & X’s .............................. 12 The Record Floor ............................................. 13 The Record Ceiling .......................................... 14 The Aim Star.................................................... 15 Describing the Program ................................... 16 Summary of Charting Conventions ................. 17 More Reading................................................... 18 Introduction This book has been created to provide an overview of the Standard Celeration Chart and the conventions for its use. The basic rationale for a standard chart will also be presented, along with references to more complete descriptions of the chart. At least some of the “conventions” discussed in this book have been interpreted and implemented differently by other people — primarily the conventions concerning record floors, ceilings, and aim-stars. That different interpretations exist will be noted as appropriate in this book, but for a complete discussion of those differences, the reader is encouraged to pursue the references provided at the end of this book. Getting the Standard Chart Many variations of the standard chart have been produced with minor differences in typeface, labels, etc. However, all “standard” variations use the same basic grid, so the essential Page • 2 Page • 5 0.001 0.01 0.1 1 10 100 1000 0 7 14 21 28 35 Successive Calendar Days Words Read Silently (80-264 per minute) Gets Out of Seat (0.05-0.8 per minute) C x5 x5 x10 x10 x10 x10 x10 The highest frequency on the scale represents a count of “1000 per minute.” The lowest frequency on the scale represents a count of “0.000695” or “1 in 1440 minutes” = 1 in 24 hours. 1: count by & up from “1” 2 3 4 5 6 etc. 10: count by & up from “10” 20 30 40 etc. 0.1: count by & from “0.1” (i.e., 1/10ths) 0.2 0.3 0.4 0.5 0.6 etc. 50 The scale that runs up the left of the chart indicates the “frequency” of the behavior being charted — the average number of times the behavior occurs for each minute of observation. Frequency = Behavior Count Counting Time in Minutes The numbers on the left of the frequency scale (0.001, 0.01, .1, 1, 10, 100,1000) indicate the value of the first line in each cycle, and the value by which you count to get each of the other lines in that cycle. As Michael Maloney says, “The numbers at the left that start with a one tell you what to count by and what to count from.” It’s not very good grammar, but it helps us to remember! Overall, the standard chart’s frequency scale allows you to chart behaviors that occur as infrequently as once in 24 hours, or as quickly as 1000 times each minute — virtually the entire range of human performances you’re likely to see. The scale is divided into 6 “cycles” (and a little bit more). Each cycle represents a x10 (“times 10”) change in frequency (e.g., 1 x 10 = 10, 10 x 10 = 100). The “5-line” in each cycle is a little darker than the other horizontal lines so finding the middle of each cycle is easy. Page • 6 100/minute 10/minute 1 in 10 minutes 1 in 100 minutes 1 in 1000 minutes 1/minute the “center” of the chart Trying to remember what the “fractional” values (e.g., “0.01,” “0.1”) of the frequency scale mean is simplified because the scale up the left is symmetric. Using the “1” line of the chart as a starting point: 3 cycles up from the “1” line of the chart is 1000 per 1 minute, and 3 cycles down from the “1” line is 1 per 1000 minutes; 2 cycles up is 100 per 1 minute, 2 cycles down is 1 per 100 minutes; etc. A “counting floor” scale on the right of the chart indicates some convenient assessment times. We’ll talk more about ”floors“ later in this book. The Frequency Scale is Symmetric Page • 7 1000/minute Charting Frequencies Since each possible frequency and each possible day has a particular spot on the Standard Celeration Chart, it’s easy to find the place to plot a learner’s performance for each assessment. Here are a few examples: On Friday, October 5th, Sue made 9 computation errors in a 2 minute assessment (9 errors ÷ 2 minutes = 4.5 errors/minute). On Tuesday, December 4th, John read 300 words per minute On Wednesday, December 5th Juan initiated communications with his peers 3 times in a 50 miinute free-play period (3 corrects ÷ 50 minues ≈ 0.06 per minute). On Monday, December 17th, Owen dropped his overhead marker on the floor 2 times during a 170 minute lecture (2 ÷ 170 ≈ 0.012 per minute). If a frequency doesn’t fall precisely on on of the chart’s lines, just place the dot or x between the two lines that come closest. For example, “15" would be placed about halfway between the “10" and “20" lines of the chart; “1.2" would be placed just a little bit above the “1" line; and “0.095" wold be placed just below the “0.10" line of the chart. Frequency = Count Time (in minutes) Page • 10 The Program Team & Targets Space is provided at the bottom of the chart to identify the people working on the program and the behaviors targeted for change. Note: any one person could serve many purposes on a program, so might be listed more than once at the bottom of the chart. The specific information for which space is provided differs a little from one version of the chart to another, but generally includes the following: Supervisor: The “administrative head” of the program (e.g., the school principal). If the supervisor does not review the chart at least periodically (e.g., monthly), this space should probably be left blank. Advisor. A person who provides specific advice to the program manager. If the advisor does not review the chart frequently (e.g., weekly), this space should probably be left blank. Manager. The person most responsible for making daily program decisions (note: the behaver can serve as her own program manager). Depositor. The person who takes responsibility for sharing the program chart (e.g., by posting it in a public place or sending it to a program “archive”). It is generally this person who would be contacted first if you wanted to know more about the program. Makes the program “public” Runs the organization where the program is conducted Advises the Manager Manages the charted program The organization in which the program is conducted Person who keeps track of the counting period Person who counts the behavior The person who’s behavior is being charted Person who charts the behavior Behavior(s) being charted Behaver’s age Descriptive label for behaver Agency. The “organization” in which the program was conducted (usually a school & district name). Timer: The person who keeps tract of the time over which the behavior is counted. Counter. The person who counts the behavior. Behaver. The person who’s behavior is being charted. Age. The behaver’s age. Label. Any short label that is useful in describing the behaver (e.g., school grade, disability category, relationship to manager). Charter. The person who charts the behavior. Counted. A brief description of the behaviors being charted. Dots, x’s, or arrows are sometimes used to identify whether a behavior is an acceleration or a deceleration target (e.g., “• = puts on coat,” “x = receives extra cues or prompts”). Page • 11 Charted Days are days on which the behaver was assessed in the usual fashion and the results are recorded on the standard chart. Successive charted days (i.e., series of charted days without intervening no chance days) are connected with one another by lines. Page • 12 ? The Aim Star The performance aim for your project is indicated by a little aim star drawn at the intersection of the aim-date (the date by which you want to reach your aim) and the aim-frequency (the frequency you want to achieve for the behavior). The Aim-Date is indicated by the day on which the “point” of the aim-star is placed, in this case, on the Friday 5 weeks after the beginning of the program. The Aim-Frequency is indicated by the cross-bar of the aim-star, in this case, 40 correct movements per minute. Aim-Stars for Acceleration Targets Point Up, like the aim-star for these data. Aim-Stars for Deceleration Targets Point Down, like the aim-star for these data. In this case, the performance aim is to decelerate errors to a point below the record floor (indicated by the dashed line); where the record floor is set at a value of “2.” In other words, we want no errors. If performance aims are set for both correct and error frequencies, two aim stars will be required — one pointing “up” and the other pointing “down.” Both aim stars can be put on the same day (indicating that you want to reach both aims at the same time), or they can be placed on different days (indicating you want to reach one of the aims before the other). If you don’t know when you should reach the aim, you can place the aim-star on a day before the project actually begins. Folks will then be able to determine what frequency you want to reach, but not the specific date by which you want to reach it. NOTE: some people have suggested different conventions for the placement of aim-stars. Consult the references at the back of this book for details. Page • 15 Page • 12 Assessment before practice; allow to skip practice if daily aim reached Add three colors (total=6); use flash cards instead of color chart 10-12 minutes of practice before assessment Describing the Program O.W. O.W. Carolyn Kaiser O.W. Experimental Education Unit C.K. C.K. C.K. Points to Colors Named Christina 4 Down Syn. Behaver: Christina, age 4, Down Syndrome Manager: Carolyn Kaiser Movement: Points to sample of color named by manager Program Change Lines are drawn to indicate when changes are made in the program. They are always drawn 1/2 day before the first day in the new program, making it clear when we would expect to see a change in performance. Don’t connect successive dots or x’s across program change lines. NOTE: program change lines have also been called event or condition change lines. If you plan to share your chart with a group, you might want to write a brief description of the people and target behaviors right on the chart. Howevcr, you should always complete the information at the bottom of the chart, as well. Brief descriptions of program changes should be provided directly on the chart. Don’t just say something like “phase 1.” Provide at least a few descriptive words. Provide Notes to explain any unusual event Aim Star shows where you want to go. Page • 16 Page • 13 Set goal, praise for improvement Flash card error drill P.T. S.S. O.W. Lake Washington Schools Ruth Mundt R.M. R.M. Lisa Lisa 7 L.D. Pre-primer, 1st Grade ? NOTES help describe what’s happening DECELERATION TARGETS (errors) are charted as X’s ACCELERATION TARGETS (corrects) are charted as dots RECORD FLOOR indicates the lowest possible non-zero frequency (= 1/time) AIM STARS indicate the frequency aims and aim dates NO COUNT FREQUENCIES (frequencies based on a count of zero) are usually charted with question marks below the record floor NO CHANCE DAYS (days when the behavior was not assessed) are left blank on the chart RECORD CEILING indicates the highest possible frequency (total possible count ÷ time) PROGRAM CHANGE LINES (with notes) indicate when and how the program was changed (don’t connect dots or x’s across phase change lines) Say Dolch Words Summary of Charting Conventions1st date = 1st Sunday in Septemberbefore Labor Day Page • 17