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). This kind of data is necessary to identify a potential hypothesis. It is best ABC data along with a minimum of one other method below when assessing the function of 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

ABC- Incident Card

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 duration 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.

The observer divides the observation period into several smaller intervals, these can range anywhere from a few seconds to a few minutes. The staff do not need to observe the student constantly, instead, they only observe the student at the end of each interval. At this time the observer indicates whether or not the behavior was occurring at that specific time. The behavior could have been occurring during the entire interval and stopped right when the interval was ending, in this case, the observer would indicate the behavior was not present. This is a great tool to help measure on/off-task behavior.  

Another option is to utilize a method referred to as Placheck. This method, like a momentary time sample, looks not only at the behavior of the target student but also the behavior of peers in the room. This method can help identify whether or not a behavior is socially significant or not. In many cases, the students we are observing are engaging in the behavior at the same rate or less than their neuro-typical peers. In situations like this, the behavior being observed may not be socially significant. The opposite is true too, in cases when the student being observed is engaging in behaviors at much higher rates/intervals than their peers. 

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. 

Example Behaviors: 

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

Collecting the Data: 

Momentary Time Sample Form

PLAYCHECK Sample 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.