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Qualitative vs Quantitative Data
Qualitative data uses descriptive language to describe what is observed.
ABC data uses anecdotal recording in a specialized format that helps to track patterns and hypothesize the function of a behavior. This helps us determine the WHY of a behavior. ABC stands for Antecedent, Behavior, Consequence. When using this format, the observer writes what happened right before the behavior occurred, the behavior that occurred, and the response that immediately followed the behavior. Over time, a pattern can be analyzed to determine why this behavior may be occurring.
Antecedent
The teacher provides the student with an assignment at his desk.
Behavior
The student rips up the paper and says they will not complete it.
Consequence
The teacher sends the student to the principal's office.
Quantitative data uses numerical data to describe what is observed.
Quantitative data helps us understand how frequently and for how long behaviors may be occurring. Frequency data collection measures how often a behavior is occurring. Data can be collected in certain circumstances like a specific period/subject, or across an entire day. When used in conjunction with a specific time frame, the rate can be determined to also describe the behavior. Duration data collection is the second type of numerical data used. This records the amount of time the behavior is occurring, but it can also be used to measure how long it takes for a behavior to begin as well, which is called latency.
Functions of Behavior - the WHY of behavior
Decades of research support that behaviors are learned and maintained through our physical environments. Typically, behaviors are elicited in order to gain or avoid something, and these patterns shape how we interact with our physical environment. Below are the sources of reinforcement for most behaviors.
Attention/Connection
Behavior may be motivated or maintained by gaining or losing attention from others.
Example: Raising your hand to be called on in class
Sensory/Automatic
Behavior may be motivated or maintained by automatic/sensory.
Example: Removing a jacket when they're hot
Tangible/Access
Behavior may be motivated or maintained by accessing tangible or preferred activities/items/experiences.
Example: Standing in the lunch line to get their lunch
Escape/Avoid
Behavior may be motivated or maintained by escaping or avoiding non-preferred/aversive events.
Example: Running out of the classroom to avoid completing work
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