Behavior Data Collection: Choosing what and how to measure behavior
The measurement approach selected should be based on the properties of the behavior. Below are the most
commonly used approaches to measuring behavior, and examples of when each approach may be more useful.
1. Frequency/Rate – Count how often the behavior occurs over a specified time period (i.e. per minute, per hour,
or per week).
Use frequency data when each occurrence of the behavior is easily identified, and when continuous recording is
possible for the target time period.
Examples:
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Number of times student runs out of classroom per day
Number of directions given per hour
Number of fights student gets into per week
Number of times per minute student flaps hands
Notes: Even when using “continuous data collection” methods, data does not have to be collected ALL THE TIME
in order to be valid. The team may decide to take per hour data for only one hour each day, or per minute data
once or twice per day for 10 minute observations.
Example:
Target Behavior: X
Observation time: 10:00-10:30
Length of observation = 30 minutes
Tally: 1111 1111 11
Rate= 12 X 2 = 24 per hour
2. Momentary time sampling – Record whether or not the behavior is occurring at a precise moment in time for
repeated intervals. Use MTS when each occurrence of the behavior is easily identified, continuous activity
behaviors (i.e. each occurrence has some inherent duration/occurs for more than just a brief moment).
Examples:
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Percent of one-minute MTS intervals student is engaged in writing assignments
Percent of ten-second MTS intervals student has eyes directed at teacher during group instruction
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Example:
Score a + if behavior is occurring at the end of each interval. Score a – if the behavior is not occurring at the end
of the interval.
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Behavior was occurring at end 50% of intervals using MTS.
3. Whole interval recording- Record whether or not the behavior occurs for the entirety of an interval of time for
repeated intervals. Use whole interval recording for continuous behaviors (inherent duration/occurs for more
than just a brief moment), and occurs at high rates where it might be hard to distinguish one occurrence from
another.
Examples:
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Percent of one-minute whole intervals student is engaged in writing assignments
Percent of ten-second whole intervals student is engaged in hand flapping
Notes: Whole interval recording may under-represent the true frequency with which the behavior occurs as the
student needs to be engaging in the behavior for the entirety of each observed interval.
At the end of each intervals score a + if behavior occurs during the entire interval. Score a – if the behavior did
not occur during the entire interval.
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+
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-
Behavior occurred during 40% of intervals using whole-interval recording.
4. Partial interval recording - Record whether or not the behavior occurs at all during the interval of time for
repeated intervals. Use partial interval recording for behaviors that occur at high rates but often not
continuously for an extended duration.
Examples:
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Percent of one-minute partial intervals student is chewing on his shirt.
Percent of ten-second partial intervals student engages in vocal stereotypy
Notes: Partial interval recording may over-represent the true frequency with which the behavior occurs, as the
student may only engage in the behavior briefly during the interval.
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Example:
At the end of each intervals score a + if behavior occurs at any time during the entire interval. Score a – if the
behavior did not occur at any time during the entire interval.
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+
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+
Behavior occurred during 70% of intervals using partial interval recording.
5. Latency – Record how long it takes for the student to respond after given an instruction, or an antecedent has
been presented that the student should respond to.
Examples:
Length of time it takes from the moment the bell rings until the student leaves his seat.
Length of time it takes from the moment the teacher delivers a paper assignment at student’s desk and student
begins assignment.
Example:
Target behavior X
Start time (presentation of antecedent, i.e. bell rings): 9:22
Behavior begins (student stands): 9:26
Latency = 4 minutes
6. Duration- Record the length of time the student is engaged in each occurrence of behavior. Use duration for
behaviors that occur at low rates for extended periods of time.
Examples:
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Duration of time student is out of the classroom to use the restroom
Duration of time student is out of his seat during class time.
Notes: Duration data may need to be collected repeatedly and continuously for a period of time for some
behaviors. For example, a student may be out of his seat 3 times during a class, once for 5 minutes, once for 3
minutes, and once for 7.5 minutes. Total out of seat duration may be expressed as 15.5 minutes, or 31% of a 50
minute class period.
Example:
Target behavior x
Start time (behavior begins, i.e. student leaves seat): 10:06
End time (behavior ends, student returns to seat): 10:27
Duration= 21 minutes
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7. A-B-C (Antecedent-Behavior-Consequence)Data collection
A-B-C data collection is used to help identify the function of a behavior. It does not measure behavior. With A-BC data collection, the circumstances in the environment right before and right after are analyzed to identify
relationships between the behavior and the antecedents and consequences.
Example:
Antecedent
Teacher gives math sheet
Behavior
Student asks for water
Consequence
Student gets water and
delays start of math sheet
Hypothesis
Student asks for water to
avoid doing math sheet,
asking for water is
negatively reinforced by
avoiding work
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