WEBVTT 00:00:00,087 --> 00:00:04,726 Narrator: ABC Data Collection, DJ, Social Studies 00:00:04,726 --> 00:00:10,824 Teacher: Alright, friends. We are going to have a quick partner chat about last night’s book chapter. I will give you all three 00:00:10,824 --> 00:00:19,838 minutes to discuss these two items on the board. We are going to name one key event, and we’re going to name two consequences of 00:00:19,838 --> 00:00:22,637 that event. Sound good? 00:00:22,637 --> 00:00:24,861 [All students are engaging in a discussion about the book they are reading.] 00:00:24,861 --> 00:00:27,977 [The teacher is circulating and providing behavior-specific praise to students.] 00:00:27,977 --> 00:00:30,911 Teacher: (directed toward two students sitting at table in back of room) Nicely done, friends. Thank you for being on task. 00:00:30,911 --> 00:00:33,786 Narrator: Three minutes later. 00:00:33,786 --> 00:00:41,003 Teacher: I am hearing some great discussions from folks in the crowd about events and consequences! We are going to come back together 00:00:41,003 --> 00:00:50,440 and talk about how the events and consequences relate to the theme. Question: Who can tell us what theme means? Those are some good 00:00:50,440 --> 00:00:51,088 hands. 00:00:51,088 --> 00:00:52,175 [Some students raise their hands.] 00:00:52,175 --> 00:00:54,260 Teacher: Jaliyah, can you tell us what a theme is? 00:00:54,260 --> 00:00:56,753 Jaliyah: Theme is the message that the author wants us to know. 00:00:56,753 --> 00:01:05,468 Teacher: That is exactly right. Theme is the lesson or moral that the reader can learn from the story. Now, who can share some common 00:01:05,468 --> 00:01:07,441 themes from our story? 00:01:07,441 --> 00:01:08,940 [Some students raise their hands.] 00:01:08,940 --> 00:01:11,384 DJ: (briefly raises hand, then asks loudly) Did anyone see the game last night? 00:01:11,384 --> 00:01:14,642 Teacher: (pauses discussion and says) DJ, we are talking about theme right now, so I’m going to ask you to stay on topic. 00:01:14,642 --> 00:01:16,816 [DJ tosses his hands up in the air.] 00:01:16,816 --> 00:01:23,576 Johanna: In this clip, we saw the first instance of DJ’s target behavior. He called out and he said something like “Did anybody 00:01:23,576 --> 00:01:30,581 see the game this weekend?” which of course did not correspond to the expectations for the activity, so we can write down “calling 00:01:30,581 --> 00:01:37,243 out” in the Behavior column. But we also have to ask ourselves, “Hmm, what happened right before that?” And the teacher had asked 00:01:37,243 --> 00:01:46,975 the question, Can someone identify a common theme from the reading? So we can write down “teacher question” in the Antecedent column. 00:01:46,975 --> 00:01:53,721 Finally, we think about what happened right after DJ called out and we’ll record that in the Consequences column—and that’s where 00:01:53,721 --> 00:01:55,930 the teacher redirected DJ. 00:01:55,930 --> 00:01:56,588 [Abby’s hand remains raised.] 00:01:56,588 --> 00:01:59,854 Teacher: I see Abby’s hand. Can you share another theme you see in this book? 00:01:59,854 --> 00:02:01,059 [DJ puts his head on his hand.] 00:02:01,059 --> 00:02:02,171 Abby: Freedom. 00:02:02,171 --> 00:02:07,426 Teacher: Abby, nicely done. Freedom is another theme we see in this book. Can anyone share another example? 00:02:07,426 --> 00:02:08,846 [Some students raise their hands.] 00:02:08,846 --> 00:02:12,675 Teacher: I’ve got hands. I’m going to go with Aailyah. Can you share another theme? 00:02:12,675 --> 00:02:14,031 Aailyah: Courage. 00:02:14,031 --> 00:02:18,392 Teacher: Yes, Aailyah, nicely done. Courage is a theme we see. 00:02:18,392 --> 00:02:25,490 Johanna: In this clip, we see DJ looking off into the distance and maybe even rolling his eyes. And, honestly, our definition isn’t 00:02:25,490 --> 00:02:33,376 quite tight enough for us to rule that in or out. Sometimes if you’re not sure, that may qualify as engaging in a behavior that’s not 00:02:33,376 --> 00:02:39,582 consistent with the given expectation, then it’s a good idea to include it because you can always leave it out later if it doesn’t 00:02:39,582 --> 00:02:46,297 fit the same pattern as everything else. But you never have a perfect operational definition, so sometimes you have to make that subjective 00:02:46,297 --> 00:02:52,370 call. And sometimes when you do that, it can be a good cue to you to revisit the definition and maybe tighten it up a little bit, 00:02:52,370 --> 00:02:59,871 add some examples or non-examples in collaboration with the rest of the team. But for now, we can write “looking off or rolling eyes” 00:02:59,871 --> 00:03:07,892 in the Behavior column. Then we ask ourselves, What was the antecedent? And that was “teacher praised a peer.” Write that in the Antecedent 00:03:07,892 --> 00:03:14,951 column. And then we write the consequence we observed—what followed the behavior—and nothing really changed. The teacher simply continued 00:03:14,951 --> 00:03:17,412 instruction. 00:03:17,412 --> 00:03:25,990 Teacher: I would like for y’all to go back to your partner discussions and we are going to see if we can identify the theme that’s tied 00:03:25,990 --> 00:03:31,740 to the key event and a consequence from this chapter. Good? 00:03:31,740 --> 00:03:33,461 [DJ starts flipping through pages in his book and notebook.] 00:03:33,461 --> 00:03:34,968 [The teacher circulates the room.] 00:03:34,968 --> 00:03:36,844 [All students are discussing among themselves.] 00:03:36,844 --> 00:03:42,669 Johanna: Here we saw DJ playing with his materials, which is what we’ll write in the Behavior column. In the Antecedent column, we 00:03:42,669 --> 00:03:49,122 can record that the teacher gave an instruction for the students to begin group work. In the Consequence column, we would simply 00:03:49,122 --> 00:03:55,331 record that the students continued to make that transition to group work because nothing really changed in the environment immediately 00:03:55,331 --> 00:03:58,040 following DJ’s time with materials. 00:03:58,040 --> 00:04:02,660 DJ: (leans over and whispers to Student B) Dude, did you see that touchdown pass last night? 00:04:02,660 --> 00:04:04,203 Student B: Yeah, it was sick. 00:04:04,203 --> 00:04:06,048 [The teacher walks over to DJ and Student B.] 00:04:06,048 --> 00:04:11,164 Teacher: Please discuss the common themes from this chapter. 00:04:11,164 --> 00:04:19,493 Johanna: In this clip, DJ talks to his peer—asks him a question—so we can write that in the Behavior column. Right before that, the 00:04:19,493 --> 00:04:26,263 group had started to begin working, so we can just record “began group work.” And then the consequence was the peer responded to 00:04:26,263 --> 00:04:31,895 the question. In addition, the teacher came by and redirected DJ. 00:04:31,895 --> 00:04:34,206 DJ: (whispers to Student B) The offense was crazy. 00:04:34,206 --> 00:04:37,472 Student B: Yeah. Shh, be quiet, we don’t want to get in trouble. 00:04:37,472 --> 00:04:40,036 [DJ stops whispering and opens his book.] 00:04:40,036 --> 00:04:46,691 Johanna: In this next clip, the antecedent is actually the consequence of the previous behavior—that peer response and teacher redirect—so 00:04:46,691 --> 00:04:55,426 we can simply draw an arrow from that previous consequence to the antecedent space in this row. And what we see DJ do is talk to his 00:04:55,426 --> 00:05:02,596 peer again. He makes a comment about the offense. And so we can just write “talking to peer” here in the Behavior row. Then the 00:05:02,596 --> 00:05:09,249 consequence was the peer responded, but it was a little different this time. The peer said, “Shh! We don’t want to get in trouble.” 00:05:09,249 --> 00:05:18,731 Teacher: Alright, friends, now that we have had some time to discuss the themes, please use your notebook to write a short response to 00:05:18,731 --> 00:05:29,587 the question we have up on the board: In your opinion, what is the theme of this story? Give at least one example where this theme 00:05:29,587 --> 00:05:31,967 shows up. Sound good? 00:05:31,967 --> 00:05:33,487 [All students open their notebooks. Some begin writing. Some refer to their books.] 00:05:33,487 --> 00:05:41,008 [The teacher begins circulating the classroom.] 00:05:41,008 --> 00:05:45,812 DJ: (whispers to Students B, C, and D) Psst, guys! Why did the coach go to the bank? To get his quarterback! 00:05:45,812 --> 00:05:48,709 [Students B, C, and D laugh.] 00:05:48,709 --> 00:05:51,438 Student C: Do you know how, you know how the quarterback hit the Griddy? 00:05:51,438 --> 00:05:53,482 [Students B and D and DJ laugh.] 00:05:53,482 --> 00:05:59,169 Student B: And that one time when he accidentally like hit the coach. 00:05:59,169 --> 00:06:00,623 [Students C and D and DJ laugh.] 00:06:00,623 --> 00:06:05,574 Student D: It was hilarious. I loved it. 00:06:05,574 --> 00:06:13,156 Johanna: In this last clip, DJ is talking to his peers and even tells a joke. And what had happened right before that was that the 00:06:13,156 --> 00:06:19,991 teacher gave an instruction about a written assignment. Write that in the Antecedent column. And what followed the joke was not only 00:06:19,991 --> 00:06:26,016 one peer responding but everybody at the table is laughing and talking together. So that’s what we’d want to record in the Consequence 00:06:26,016 --> 00:06:28,863 column. 00:06:28,863 --> 00:06:35,736 Johanna: So now that we have this ABC data recorded, we can look at it and notice any patterns that emerge. And what we can see pretty 00:06:35,736 --> 00:06:44,766 clearly is that DJ’s behavior was more often than not followed by attention, sometimes from the teacher, but very often from peers. 00:06:44,766 --> 00:06:51,778 And that included some really high-quality attention. So we still need to look at other samples of ABC data and other sources of data, 00:06:51,778 --> 00:06:58,080 like interviews and direct observations, and triangulate all of that. But this observation right here suggests that an attention 00:06:58,080 --> 00:07:01,011 function is really worth considering.