Question:

I would like some samples of data collection sheets for behavior.

Sue Biers

Answer:

Dear Sue,

Bless you!! Data keeping is the most overlooked important part of changing behavior. There are some wonderful resources available, just a click away.

The first is on the PENT website and called Functional Observation Form. One thing I like a lot about this form is that it guides you to consider the function as you are observing the behavior. The other feature I like is that it allows you to collect data on more than one behavior simultaneously. This is especially helpful when particular problem behaviors seem to occur simultaneously. What I don’t like about it is that it is quite detailed and takes some time to learn to use fluently. http:www//pent.ca.us/07BehaviorPlanning/aFuncAssessment/functobserv.pdf

(If you have trouble with the link, go to www.pent.ca.gov , scroll down to Forms on the left, and select Functional Observation Form.)

The second resource is found at http://www.polyxo.com/documents/. There you find a baker’s dozen of forms that range from generic to specific, with nice descriptions about when to use which.

I also like The Problem Behavior Pathway at http://cecp.air.org/fba/problembehavior2/appendixg.htm

because it makes the logic of a problem behavior seem clear. And go back to the home page (http://cecp.air.org/default.asp) for the very useful “miniwebs”.

Below I have copied a quick overview of the different types of behavioral recording that I swiped off the website of the illustrious Dr. Mac (http://www.behavioradvisor.com/BehRecord.html). If you don’t know Dr. Mac’s website, (http://www.behavioradvisor.com/index.html) which has been mentioned in earlier Askaspecialist pages, bookmark it! It’s a behavior specialist’s idea of a good time!

Happy Counting!

Dru

from Dr. Mac:

    " Another method of evaluating a student's behavior that provides you with a very precise picture of its severity is behavioral recording.  The teacher or aide observes the student directly and records how long or how often a certain behavior occurs. Using this method, you can compare the degree of occurrence of the behavior with the degree to which it is exhibited by other students.  This comparison can be used as support for enrolling the student into a certain educational placement.  This method may also be used to obtain an accurate idea of whether the student's behavior is improving over time.  There are three basic types of behavioral recordings: frequency recording, duration recording, and interval recording (although many other variations are sometimes used for certain purposes).  The recording procedure you choose will depend on the kind of behavior demonstrated and type of information that would be most beneficial.

    Frequency recording is a simple counting of how many times a behavior occurs during a designated period of time. Those designated periods might be a minute, an hour, a day, or a week.  It is most useful with behaviors that are discrete and short in duration (e.g., number of curse words, number of short talk-outs without raising hand), or are things that the student has created (e.g., number of correct math problems, number of homework assignments submitted).  The second type of frequency recording in which you count the number of items is known as "permanent product recording".

    Duration recording monitors the percent of time or the total time that a behavior occurs in a specified time period.  To calculate the percentage, the sum of the times (duration) that the behavior occurred is divided by the total observation time.  This type of recording is used for behaviors that last for more than a few seconds and/or for varying lengths of time (e.g., paying attention, tapping a pencil, in-seat behavior).

    Interval recording is a shortcut procedure for estimating the duration of a behavior.  In this method, the teacher periodically looks at the student at predetermined (NOT spontaneously selected) intervals and records whether the behavior is occurring.  There are three types of interval recording.  In whole interval time sampling, you observe the student for a few seconds at designated intervals and notice whether the behavior occurs for the whole interval that you are looking for it (mark "yes" or "no" as to whether this behavior occurred for the whole time).  In partial interval recording, you mark whether the behavior occurred at least once during the short observation interval.  In momentary time sampling , you look up immediately at pre-designated points and notice whether the behavior is occurring at that precise moment.  In all three types, the teacher then figures the percent of observations that the behavior occurred.  Interval recording is used for the same behaviors as duration recording, but this procedure takes less time and effort and does not require that the student be observed continually.
 

   How to Use Behavioral Recording

1. Define the behavior that you wish to observe.  Be very specific.  Be sure that your definition is so narrow in scope that others would observe only what you had in mind.

2.   Decide which type of behavioral recording is best suited to monitor the behavior.

3.   Decide when you will observe the behavior.  Do you want to observe the behavior in a number of situations or just one (e.g., math class, story time)?

4. Decide how long each of your observations will last. Ten to twenty minutes is usually adequate, but the more time you spend observing, the more accurate will be your results.  Repeat your observations at least three more times to give a more representative picture.

5. Observe and record the student's behavior.

6. If you used frequency recording, figure the average number of occurrences per minute, hour, or day.  If you used duration recording, figure the percentage of the total observation time that the behavior occurred.  If you used momentary time sampling, figure the percent of intervals when the behavior was occurring.  Plot the occurrence rate on a graph.

7. Repeat steps 5 and 6. "