Simple and Efficient Strategies for Collecting Behavioral Data in the Classroom Environment

Simple and Efficient Strategies for Simple and Efficient Strategies for Collecting Behavioral Data in the Collecting Behavioral Data in the

Classroom EnvironmentClassroom Environment

Teachers typical reactions to data collectionTeachers typical reactions to data collection

““I don’t have time to write down everything a I don’t have time to write down everything a

student does!”student does!”

““I can’t handle shuffling all the papers, handling I can’t handle shuffling all the papers, handling

stop watches, and trying to teach a lesson atstop watches, and trying to teach a lesson at

the same time!”the same time!”

““Data collection adds an additional hour of time to Data collection adds an additional hour of time to

my day, summarizing, graphing and so on. Where my day, summarizing, graphing and so on. Where

will I find the extra time.”will I find the extra time.”

The rationale for collecting behavioral dataThe rationale for collecting behavioral data

Data collection assists us in determining when, Data collection assists us in determining when, where, how often, and under what circumstanceswhere, how often, and under what circumstancesproblem behaviors are most likely to occur.problem behaviors are most likely to occur.

Data collection assists us in determining if Data collection assists us in determining if academic or behavioral intervention strategies we academic or behavioral intervention strategies we have implemented are succeeding or failing.have implemented are succeeding or failing.

Data collection affords us a high level of Data collection affords us a high level of accountability.accountability.

Typical behaviors worthy of data collectionTypical behaviors worthy of data collection

HittingHitting KickingKicking SpittingSpitting PinchingPinching ProfanityProfanity Not paying attention Not paying attention Out of seat/Out of assigned areaOut of seat/Out of assigned area Arriving to class lateArriving to class late Failure to complete assignmentsFailure to complete assignments Destroying property/materialsDestroying property/materials Refusing to comply with requests or Refusing to comply with requests or

directionsdirections

Measurable Dimensions of BehaviorMeasurable Dimensions of Behavior

Frequency – The number of times a behavior Frequency – The number of times a behavior occurs in a specified period of time.occurs in a specified period of time.

Duration – The amount of time that has elapsed Duration – The amount of time that has elapsed between the moment a behavior begins and the between the moment a behavior begins and the moment it ends.moment it ends.

Latency - The amount of time that elapses from Latency - The amount of time that elapses from the moment a person is asked to initiate the moment a person is asked to initiate something until the moment they begin to do it.something until the moment they begin to do it.

Examples:Examples:

Billy called out without permission 7 times during a Billy called out without permission 7 times during a

50 minute mathematics lesson.50 minute mathematics lesson.

Joanna was away from her seat for 5 minutes.Joanna was away from her seat for 5 minutes.

After being cued to begin working on a writingAfter being cued to begin working on a writing

assignment it took Anna 8 minutes to put pencil to assignment it took Anna 8 minutes to put pencil to

paper.paper.

Steps for collecting behavioral dataSteps for collecting behavioral data

Select a problem behavior.Select a problem behavior.

Define the problem behavior in observable and Define the problem behavior in observable and measurable terms.measurable terms.

Determine which dimension(s) of behavior you Determine which dimension(s) of behavior you need to collect data on.need to collect data on.

Steps for collecting behavioral dataSteps for collecting behavioral data

Select the most appropriate recording Select the most appropriate recording instrument.instrument.

Determine what time(s) of day, or during what Determine what time(s) of day, or during what specific event(s) you will need to collect data.specific event(s) you will need to collect data.

Collect sufficient data to establish an initial Collect sufficient data to establish an initial baseline trend (4-5 days is recommended).baseline trend (4-5 days is recommended).

Collect ongoing data during intervention to Collect ongoing data during intervention to assess the efficacy of the intervention.assess the efficacy of the intervention.

Common tools for collecting and recording Common tools for collecting and recording behavioral databehavioral data

Data Collection:Data Collection: Golf counter/Clicker Golf counter/Clicker

Stop watch Stop watch

Permanent ProductsPermanent Products ABC Analysis worksheetABC Analysis worksheet Scatter PlotScatter Plot Frequency worksheetFrequency worksheet Duration or Latency worksheetDuration or Latency worksheet

Common tools for collecting behavioral dataCommon tools for collecting behavioral data

Golf counter or clicker – Can be used to covertly Golf counter or clicker – Can be used to covertly

document the number of occurrences of a target document the number of occurrences of a target

behavior.behavior.

Stopwatch – Can be used to document both theStopwatch – Can be used to document both the

frequency of a target behavior as well as durationfrequency of a target behavior as well as duration

or latency in seconds or minutes.or latency in seconds or minutes.


Permanent Products: Samples of the studentsPermanent Products: Samples of the studentscompleted work assignments.completed work assignments.

ABC Analysis Worksheet – Documents individual ABC Analysis Worksheet – Documents individual instances of behavior in terms of antecedents, instances of behavior in terms of antecedents, behavior, consequences, and possible functions.behavior, consequences, and possible functions.

Scatter Plot – Used to determine if a behaviorScatter Plot – Used to determine if a behavioroccurs in patterns across days, times, places oroccurs in patterns across days, times, places orspecific events.specific events.


Frequency worksheet: Uses checkmarks, circles, Frequency worksheet: Uses checkmarks, circles, tally marks, X’s, or slash marks to document the tally marks, X’s, or slash marks to document the number of occurrences of a target behavior.number of occurrences of a target behavior.

Duration or Latency worksheet: Used to documentDuration or Latency worksheet: Used to documentindividual instances of behavior in seconds or individual instances of behavior in seconds or minutes.minutes.

Screening ToolsScreening Tools

Utilize the ABC Analysis and/or Scatter Plot as Utilize the ABC Analysis and/or Scatter Plot as

initial screening tools to gather informationinitial screening tools to gather information

regarding antecedents, consequences, possible regarding antecedents, consequences, possible

functions, times, places, activities, where problem functions, times, places, activities, where problem

behavior is most likely to occur.behavior is most likely to occur.

Completing an ABC Analysis worksheetCompleting an ABC Analysis worksheet

Antecedent Antecedent → → Behavior Behavior → → ConsequenceConsequence

Observe the student.Observe the student. Describe in detail each occurrence of the problem Describe in detail each occurrence of the problem

behavior.behavior. Describe the antecedent event that appears to Describe the antecedent event that appears to

trigger the behavior.trigger the behavior. Describe the consequence that immediately Describe the consequence that immediately

follows the occurrence of the behavior.follows the occurrence of the behavior. Determine a possible function for the behavior.Determine a possible function for the behavior.

Completed ABC Analysis worksheetCompleted ABC Analysis worksheet

Completing a Scatter Plot WorksheetCompleting a Scatter Plot Worksheet

Record the students entire daily scheduleRecord the students entire daily schedule on the form in 15 minute increments.on the form in 15 minute increments. If a behavior is observed If a behavior is observed one or more timesone or more times

during a 15 minute increment place an X in the during a 15 minute increment place an X in the corresponding box.corresponding box.

If the behavior If the behavior did not occurdid not occur during a given 15 during a given 15 minute increment leave the corresponding box minute increment leave the corresponding box blank.blank.

Look for patterns of behavior across days, times, Look for patterns of behavior across days, times, specific activities based upon the boxes marked.specific activities based upon the boxes marked.

Completed Scatter PlotCompleted Scatter Plot

SCATTER PLOT Date: __________________________________________ Student name: ___________________________________ Behavior of Concern: _____________________________ Observer: ______________________________________ KEY: = Behavior did not occur = Behavior occurred one or more times Schedule/Activity Time Mon Tues Wed Thurs Fri Mon Tues Wed Thurs Fri

8:00 – 8:15

X X X X

8:15 – 8:30

X X X X X X X X X

8:30 – 8:45

X X X X X X X

8:45 – 9:00

9:00 – 9:15

9:15 – 9:30

9:30 – 9:45

9:45 – 10:00

10:00 – 10:15

10:15 – 10:30

10:30 – 10:45

10:45 – 11:00

11:00 – 11:15

X X X X X

11:15 – 11:30

X X X X X X X

11:30 – 12:00

X X X X X

12:00 – 12:30

X

Collecting frequency dataCollecting frequency data

1. Frequency Count (continuous)1. Frequency Count (continuous)

2. Interval recording2. Interval recording

a. Partial intervala. Partial interval

b. Whole intervalb. Whole interval

3. Time sampling3. Time sampling


Frequency Count (continuous):Frequency Count (continuous):

Be certain behavior has clearly observable Be certain behavior has clearly observable beginning and ending.beginning and ending.

Select an observation periodSelect an observation period Select an appropriate recording instrumentSelect an appropriate recording instrument Observe and record every instance of the target Observe and record every instance of the target

behavior behavior

Completed Frequency data sheetCompleted Frequency data sheet

FREQUENCY DATA SHEET Date: 5-7-07 Student’s Name: BillyBadmouth________________ Target behavior: Using profanity in the classroom Time Monday Tuesday Wednesday Thursday Friday 7:30-8:00

√ √

√

ABSENT ABSENT √√√

8:00–8:30

√

√

√

8:30-9:00

√√√

√

√

9:00-9:30

√

√√√

√√

9:30-10:00

√

√

√

10:00-10:30

√√√

√

√

10:30-11:00

√

√√√√

√√

11:00-11:30

√

√√√

11:30-12:00

√

√

12:00-12:30

√√√√

√√

√√

12:30-1:00

√

√√

√√

1:00-1:30

√√

√

√√

1:30-2:00

√

√

√

2:00-2:30

√√

2:30-3:00

3:00-3:30

Total →

Collecting frequency data.Collecting frequency data.

Frequency count using Partial Interval Recording:Frequency count using Partial Interval Recording:

Partial Interval – Partial Interval – Divide observation period into equal intervals of Divide observation period into equal intervals of

time, ex. 50 minutes divided into ten, 5 minute time, ex. 50 minutes divided into ten, 5 minute intervalsintervals

Record whether behavior Record whether behavior diddid or or did notdid not occur occur during each intervalduring each interval

Divide number of intervals which behavior Divide number of intervals which behavior occurred by total number of intervals to obtain a occurred by total number of intervals to obtain a percentage, ex. 7 divided by 10 = 70%percentage, ex. 7 divided by 10 = 70%

Completed Partial Interval worksheetCompleted Partial Interval worksheet

Partial Interval Recording Date: 4-23-07_________________ Student Name: Carrie Callnout________________ Behavior of Concern: Calling/talking out repeatedly without permission during Lang. Arts Observer: One Eye Mcfly____________________ Key: = Behavior did not occur = Behavior occurred one or more times 5 minute intervals 5 X

10 15 X

20 X

25

30

35 X

40 X

45 X

50 X

Student was observed to call out at least once on 7 of 10 intervals. 7 divided by 10 = 70%.

X

Collecting frequency data.Collecting frequency data.

Frequency count using Whole Interval Recording:Frequency count using Whole Interval Recording:

Divide observation period into equal intervals of Divide observation period into equal intervals of time, ex. 10 minutes divided into 10, 30 one time, ex. 10 minutes divided into 10, 30 one minute intervals.minute intervals.

Record whether the behavior Record whether the behavior did did or or did notdid not occur occur continuouslycontinuously during each one minute interval. during each one minute interval.

Divide the number of intervals which the behavior Divide the number of intervals which the behavior occurred continuously by the total number of occurred continuously by the total number of intervals to obtain a percentage, ex. 4 divided by intervals to obtain a percentage, ex. 4 divided by 10 = 40%.10 = 40%.

Completed Whole Interval WorksheetCompleted Whole Interval Worksheet

Whole Interval Recording Date: 4-23-07_________________ Student Name: Freddy Cantfocus Behavior of Concern: Off task___________________________ Observer: One Eye Mcfly____________________ Key: = Behavior did not occur = Behavior occurred one or more times Ten one minute intervals 1 X

2 X

3 4 5

6

7 X

8 9 X

10

Student was off-task during 4 of 10 intervals. 4 divided by 10 = 40% of intervals

X


Frequency count using Time Sampling:Frequency count using Time Sampling:

Divide observation period into equal intervals of Divide observation period into equal intervals of time, ex. 15 minutes divided into fifteen, 1 time, ex. 15 minutes divided into fifteen, 1 minute intervalsminute intervals

At the At the end end of each 1 minute interval record of each 1 minute interval record whether the behavior whether the behavior waswas or or was notwas not occurring occurring

Divide the number of intervals in which the Divide the number of intervals in which the behavior was observed to be occurring by the behavior was observed to be occurring by the total number of intervals, Ex. 6 divided by 15 = total number of intervals, Ex. 6 divided by 15 = 40%40%

Time SamplingTime Sampling

TIME SAMPLING Date: 4-23-07_________________ Student Name: Tommy Tapper____________ Behavior of Concern: Tapping pencil on desk repeatedly Observer: One Eye Mcfly____________________ Key: = Behavior did not occur = Behavior was occurring at end of each interval 1 minute intervals 1 X

2 X

3

4

5

6

7 8 X

9 10 X

11

12 13 14 X

15 X

Student was observed to be tapping pencil and the end of 6 of 10 intervals. 6 divided by 10 = 60%.

X

Collecting duration dataCollecting duration data

Select an observation period.Select an observation period. Select an appropriate recording instrument.Select an appropriate recording instrument. Start watch when behavior begins. Stop watch Start watch when behavior begins. Stop watch

when behavior ends.when behavior ends. Document time in seconds or minutes.Document time in seconds or minutes. Divide number of seconds/minutes behavior was Divide number of seconds/minutes behavior was

observed by total seconds/minutes in observation observed by total seconds/minutes in observation period.period.

Completed Duration worksheetCompleted Duration worksheet

DURATION DATA SHEET Student name: Johnny B. Bad_______________________ Behavior(s) of Concern: Out of seat/Away from desk repeatedly during instruction____ ________________________________________________________________________ ________________________________________________________________________ Check one: Time in seconds Time in minutes Date Activity or Context Time 10-04-07

50 minute Algebra class

Begin __1:05_ End ___1:11___

10-04-07

50 minute algebra class

Begin ___1:15_ End ___1:19___

10-04-07


Begin ___1:25_ End ___1:27___

10-04-07


Begin ___1:31_ End ___1:33___

10-04-07


Begin ___1:37_End ___1:41___

10-04-07


Begin ___1:43__End___1:45___

Begin ___:___ End ___:___

Begin ___:___ End ___:___

Begin ___:___ End ___:___

Begin ___:___ End ___:___

Begin ___:___ End ___:___

Total duration divided by total number of Min/Sec = 40 %

Total number of Min/Sec observed: 50 minutes

Total duration in Min. or Sec. 20 minutes

X

Collecting latency dataCollecting latency data

Select an observation period.Select an observation period. Select an appropriate recording instrument.Select an appropriate recording instrument. Start watch when a directive is given, stop watch Start watch when a directive is given, stop watch

when behavior begins to occur.when behavior begins to occur. Document the amount of time in minutes or Document the amount of time in minutes or

seconds it takes the student to initiate each time seconds it takes the student to initiate each time a directive is given.a directive is given.

Completed latency worksheetCompleted latency worksheet

Latency Recording Sheet (Used to record the amount of time between an instruction or prompt and the initiation of a

behavior)

Student: ___________________________ Behavior: _______________________________________________________________ Start recording immediately after instruction or prompt is given. Stop recording when the student begins the behavior. Baseline Intervention DATE:

CONTEXT:

LATENCY:

8-17-07

Reading: Independent work, verbal prompt

Direction Start 11:10 11:17

8-17-07



8-17-07



8-17-07

Reading: Independent work, gestural prompt


8-17-07

Reading: Independent work, gestural prompt


8-17-07



Average latency: 19 divided by 6 = 3.2 minutes

Selecting an appropriate measurement Selecting an appropriate measurement strategystrategy

Behavior is easily counted but occurs at a moderate or high frequency.

Behavior is difficult to count. Can’t tell when one instance of behavior ends and another instance of behavior begins

Frequency count (continuous)

Behavior is easily counted but occurs at a very high frequency.

Partial or Whole Interval Recording

Momentary Time Sampling

Duration Recording In seconds or minutes

Behavior is not initiated in a timely manner

Behavior is easily counted and occurs at a low frequency

Latency Recording

Reminders:Reminders:

If student exhibits multiple behaviors choose the If student exhibits multiple behaviors choose the one behavior that is most critical or problematic.one behavior that is most critical or problematic.

Clearly define what the problem behavior is and Clearly define what the problem behavior is and what it looks like when it occurs.what it looks like when it occurs.

Use the ABC and/or Scatter Plot worksheets as Use the ABC and/or Scatter Plot worksheets as screening tools to gather relevant information.screening tools to gather relevant information.

Collect your data at the same time each day Collect your data at the same time each day using the same procedures and materials.using the same procedures and materials.

Refer to the handout “Selecting An Appropriate Refer to the handout “Selecting An Appropriate

Measurement Strategy” to determine which data Measurement Strategy” to determine which data

collection strategy would be most appropriate.collection strategy would be most appropriate.

If you have specific questions regarding data If you have specific questions regarding data

collection in your classroom please contact:collection in your classroom please contact:

Perry Playford, ESE Department Behavior AnalystPerry Playford, ESE Department Behavior Analyst

@ 469-5624 or @ 469-5624 or

e-mail: [email protected]: [email protected]