Emotional Behavioral Disorder

Teacher

• FBA: Teacher Interview: Gathers information on primary behaviors of concern, antecedents, possible functions, possible replacement behaviors, and typical consequences. (Click here for a Google Form version)

Parent

• FBA: Parent Interview: Gathers information on behavior(s) of concern, antecedents, consequences, strengths/interests, and the student's attitude about school. (Click here for a Google Form version)

Student

• FBA: Student Interview: Gathers information on strengths/motivators, behavior(s) of concern, antecedents, possible interventions, and school perception. (Click here to make a copy)

• Student Reinforcement Checklist: Through a mix of closed and open-ended items, gathers information about what incentives a student would be interested in earning at school.

• Forced-Choice Reinforcement Menu: Gathers information on incentive preferences through "forced-choice" items, which present the student with two items at a time and ask them to select the more preferred item. This type of interview is useful for students who endorse no or few items on a checklist-style reinforcement menu and for ascertaining the student's degree of preference for items.

This method involves recording the environmental variables related to undesired behavior(s). When the behavior of interest occurs, the observer records the target behavior, the antecedent (event that immediately preceded the behavior), and the consequence (event that immediately followed the behavior). Use this method or combine it with other methods below when the objective is to identify the possible function of the undesired behavior.

Considerations:

Because it requires the observer to record multiple variables, it may require more time and effort to record every instance of behavior, especially high frequency behaviors. The ABC narrative method only documents correlation relationships between the undesired behavior(s) and observed antecedents and consequences, and the team must then consider these correlations and hypothesize the function of the undesired behavior(s).

Example Behaviors:

Throwing items, inappropriate comments to peers, leaving one’s seat, hitting or other forms of aggression, walking out of class without permission, and refusal to follow instructions.

Collecting the Data:

ABC Narrative Observation Form (Click here to make a copy)

Summarizing the Data:

The team should look for patterns regarding the antecedents that immediately precede undesired behavior(s) and the consequences that occur following undesired behaviors. The former is helpful to selecting appropriate prevention strategies and the latter is helpful to pinpointing the function of the undesired behavior and selecting appropriate response strategies that will extinguish reinforcement.

This method documents the length of a behavior by recording the time the behavior begins and ends. Use this method if your primary concern is the length of time the student engages in the behavior and the behavior has a clear beginning and end. Do not use this method if the behavior occurs with high frequency or the behavior starts and stops rapidly.

Considerations:

It can sometimes be difficult to accurately record the exact duration of the behavior. On the other hand, duration recording not only tells us how long the student engages in the behavior, but it automatically provides us with how many times the behavior occurred.

Example Behaviors:

Out of seat behavior, tantrums

Collecting the Data:

Duration Observation Form

Summarizing the Data:

Duration can be summarized two different ways:

1. Percentage of observation with behavior: Sum the total number of min/sec/hrs that the behavior occurred during the observation, divide the sum by the total number of min/sec/hrs of the observation, and multiply by 100.

2. Average duration of behavior: Sum the total durations and divide by the total occurrences.

These methods involve counting the number of times a behavior occurs in a specific time period. Use these methods if the behavior can be easily counted and the behavior has a clear beginning and end. Do not use these methods if the behavior is occurring at such a high rate that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs for extended periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).

Considerations:

A frequency measure should be used only when the length of observation time is consistent from day to day (e.g., always 2 hours). A rate measure should be used if the length of observation time varies from day to day (e.g., 60 minutes of Monday, 300 minutes on Tuesday).

Example Behaviors:

Leaving one’s seat, hitting another peer, throwing items, yelling out an answer, and being late to class.

Collecting the Data:

Frequency/Rate Observation Form

Summarizing the Data:

• Frequency: At the end of the observation period, total the number of occurrences. For example, Anna left her seat 5 times during 7th period.

• Rate: Count the number of times the behavior occurred in the time observed. Divide that count by the length of time the behavior was observed. For example, if Anna kicked a peer 30 times in a 10 minute observation, the rate would be 3 kicks per minute (30 kicks ÷ 10 minutes = 3 kicks per minute).

The observer divides the observation period into a number of smaller intervals, observes the student constantly, and then records whether the behavior occurred at any point during the interval. This method is useful for understanding how behaviors are distributed across an observation. Use this method if the behavior occurs at a high frequency or if the behavior occurs continuously. Do not use this method if the behavior is a low frequency behavior.

Considerations:

Interval recording often takes less time and effort, especially if the behavior occurs at a high frequency, because the observer records the behavior only once during the interval, regardless of how many times the behavior occurs. However, interval recording only provides an estimate of the actual number of times that a behavior occurs. If the intervals are too long (e.g., 1 hour), the results can overestimate the frequency of behavior. The shorter the interval, the more accurate representation of how often the behavior is occurring.

Example Behaviors:

Crying, tantrums, talking with peers, off-task behavior

Collecting the Data:

Partial Interval Observation Form

Summarizing the Data:

When using interval recording, the level of the behavior is reported as the percentage of intervals in which the behavior occurred. To calculate the % of intervals, count the number of intervals in which the behavior was recorded, divide by the total number of intervals during the observation period and multiply by 100.

Instead of noting whether a behavior occurred or did not occur within an entire interval, the observer only looks at the student at the end of an interval (e.g., every 30 seconds), and records whether the behavior is occurring at that moment. Use this method if the behavior occurs at a high frequency or if the behavior occurs continuously. Do not use this method for low frequency behavior.

Considerations:

This method requires less effort because the observer does not have to observe the behavior for the entire interval. However, time sampling often underestimate the occurrence of behavior because if a behavior occurs at times other than the time sample when the observer is recording, the data will often display low levels of behavior.

Example Behaviors:

Talking, on-task/off-task behavior, screaming, out-of-seat

Collecting the Data:

Momentary Time Sampling Observation Form (Click here to make a copy)

Summarizing the Data:

Time sampling data are usually presented as percent of intervals in which responding occurred. To calculate the % of intervals, count the number of intervals in which the behavior was recorded, divide by the total number of intervals during the observation period and multiply by 100.

Use latency recording when you’re interested in how long a student takes to begin performing a particular behavior once the opportunity has been presented. For example, if a teacher makes a request for a student to put an activity away, the observer would be interested in the length of time it takes for the student to comply with the request. Use this method if the opportunity and the behavior have a clear beginning and end. Do not use this method if the opportunities are continuous or if they start and stop rapidly.

Considerations:

It can be difficult at times to record the exact length of time it takes for a behavior to start. On the other hand, latency is a helpful measure of the amount of time between a environmental trigger and the occurrence of inappropriate behavior.

Example Behaviors:

Beginning a task, compliance with instructions, time between peer instigation and aggression

Collecting the Data:

Latency Observation Form

Summarizing the Data:

Calculating the average latency (average time it takes for the behavior to start). To calculate, sum all of the latencies and divide by the total number of opportunities.