Behavior Recording

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www.BehaviorAdvisor.comwww.BehaviorAdvisor.com

This slide show is part of aThis slide show is part of a

workshop given by Tom McIntyreworkshop given by Tom McIntyre(Dr. Mac)(Dr. Mac)

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Your Do Now Assignment Your Do Now Assignment

Visualize a behavior that is you would like to see Visualize a behavior that is you would like to seechange for the better. What exactly do youchange for the better. What exactly do you

wish to see change? How would the behaviorwish to see change? How would the behavior

morph? What aspect or characteristic of the morph? What aspect or characteristic of theaction should change?action should change?



33

Behavioral Recording:Behavioral Recording:

The collection of quantitative dataThe collection of quantitative dataregarding an identified behaviorregarding an identified behavior

Tom McIntyre, Ph.D.Tom McIntyre, Ph.D.

www.BehaviorAdvisor.comwww.BehaviorAdvisor.com



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SPED 702SPED 702

Our class covered the 6 dimensions of Our class covered the 6 dimensions of behavior before moving to the followingbehavior before moving to the following

slides.slides.

You can find this dimensions handout on You can find this dimensions handout onthis blackboard site list. Look forthis blackboard site list. Look for

BehRecord&DimensionHandout.ppt BehRecord&DimensionHandout.pptbelow.below.



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The DimensionsThe Dimensions

There areThere are 66 aspects or characteristics of behavior thataspects or characteristics of behavior that

can be changed (increased or decreased).can be changed (increased or decreased).

Behavior management interventions attempt to modifyBehavior management interventions attempt to modify

a dimension for the better.a dimension for the better.

Procedures have been developed to assessProcedures have been developed to assess

(measure)(measure) each of those dimensions.each of those dimensions.

In order to determine the degree to which our In order to determine the degree to which our

interventions have been successful, we continue tointerventions have been successful, we continue to

measure the dimension(s) of concern during andmeasure the dimension(s) of concern during and

after those ³experimental´ periods.after those ³experimental´ periods.



66

Please turn to the page in your packetPlease turn to the page in your packet

titled ³titled ³Dimensions of Behavior Dimensions of Behavior ́́



77

Which Dimension?Which Dimension?The ³traffic light´ in the cafeteria changes color The ³traffic light´ in the cafeteria changes color

as the noise level in the cafeteria rises &as the noise level in the cafeteria rises &falls.falls.

1.1. FrequencyFrequency

2.2. DurationDuration

3.3. MagnitudeMagnitude

4.4. LatencyLatency

5.5. TopographyTopography

6.6. LocusLocus



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Which Dimension must change?Which Dimension must change?Reducing the average number of misspellingsReducing the average number of misspellings

(or increasing accurate spellings) on the(or increasing accurate spellings) on theweekly spelling test.weekly spelling test.

1.1. FreakwenceeFreakwencee

2.2. Der 8shunDer 8shun

3.3. MagnitoodMagnitood

4.4. LatenseeLatensee

5.5. TopahgrafeeTopahgrafee6.6. LowcussLowcuss

7.7. Multiple dimensions (but which ones?)Multiple dimensions (but which ones?)



99

Which Dimension?Which Dimension?

The track team¶s sprinters are trying to reduce theThe track team¶s sprinters are trying to reduce thetime between the starting tone and exit from thetime between the starting tone and exit from the

starting blocks.starting blocks.


2.2. DurationDuration3.3. MagnitudeMagnitude

4.4. LatencyLatency

5.5. TopographyTopography6.6. LocusLocus



1010

Which Dimensions?Which Dimensions?

For your fieldwork paper, you must record theFor your fieldwork paper, you must record the

style of praise used by your supervising teacher style of praise used by your supervising teacher and how often each type is used.and how often each type is used.

1.1. Frequency & LocusFrequency & Locus

2.2. Frequency & MagnitudeFrequency & Magnitude3.3. Frequency & TopographyFrequency & Topography

4.4. Locus & MagnitudeLocus & Magnitude

5.5. Locus & DurationLocus & Duration



1111

Collecting Data on the Dimensions:Collecting Data on the Dimensions:

Behavioral RecordingBehavioral Recording

Various measurement procedures have beenVarious measurement procedures have been

developed to gather quantitative (numerical)developed to gather quantitative (numerical)

information regarding a ³target behavior´ & theinformation regarding a ³target behavior´ & the

dimension that we wish to change.dimension that we wish to change.

This ³This ³datadata´ provides us with valid & highly useful´ provides us with valid & highly useful

information for determining the:information for determining the:

severity or inadequacy of a behavior¶s dimensionseverity or inadequacy of a behavior¶s dimension

effectiveness of our interventionseffectiveness of our interventions



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3 Basic Types3 Basic Types (The ones used most often in schools)(The ones used most often in schools) ^̂

FrequencyFrequency (short(short--lived behaviors)lived behaviors):: Tally marks made whenTally marks made when

-- action is witnessedaction is witnessed OR OR

-- ³permanent product´ is produced³permanent product´ is produced..

DurationDuration (long(long--lived or variablelived or variable--length behaviors)length behaviors)::

Use stop watch to help determineUse stop watch to help determine

--average length of display of behavior average length of display of behavior OR OR

--% of time consumed by the behavior % of time consumed by the behavior ..

Interval:Interval: ³Yes´ or ³No´ mark depending on whether action³Yes´ or ³No´ mark depending on whether action::

± ± Occurred during any part of theOccurred during any part of the observation periodobservation period((Partial)Partial)

± ± Exhibited for the entire observation period (Exhibited for the entire observation period (Whole)Whole) ± ± Happened at the exact instant that you glancedHappened at the exact instant that you glanced

over to look for itover to look for it

((Momentary Time SamplingMomentary Time Sampling ± ±MTS,MTS,

a short cut procedure for duration recording«later)a short cut procedure for duration recording«later) ..



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Show visual depictions of theShow visual depictions of the

different interval recordingdifferent interval recordingprocedures.procedures.



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Now that we¶re familiar with dimensions«Now that we¶re familiar with dimensions«

We can select which:We can select which: ± ± Dimension needs to changeDimension needs to change

± ± Measurement procedure to use to determine:Measurement procedure to use to determine:

Starting point or Severity/Inadequacy of the behavior Starting point or Severity/Inadequacy of the behavior Degree of change in the dimensionDegree of change in the dimension



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Step by step«Step by step« ^̂

1.1. DefineDefine the behavior the behavior that you wish to observe.that you wish to observe.

2.2. DecideDecide which typewhich type of recording is best suited toof recording is best suited tomonitor the behavior.monitor the behavior.

3.3. DecideDecide when & wherewhen & where to observe the behavior.to observe the behavior.

4.4. DecideDecide how longhow long each observation will lasteach observation will last (and how(and how

long the intervals will last if using interval recording).long the intervals will last if using interval recording).

± ± 10 to 20 minutes is often adequate, but«10 to 20 minutes is often adequate, but«

± ± More timeMore time spend observing =more accurate results.spend observing =more accurate results.

5.5. Observe and collect dataObserve and collect data on the student's behavior.on the student's behavior.

± ± ConductConduct multiple observation sessionsmultiple observation sessions in order to create ain order to create a

more representative profile.more representative profile.

6.6. ComputeCompute rate/ratio of occurrence, &rate/ratio of occurrence, & plotplot on graph.on graph.

7.7. RepeatRepeat steps5

&6

steps5

&6..



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Defining the behavior Defining the behavior

Be veryBe very specificspecific.. Be certain that your definitionBe certain that your definitionis sois so preciseprecise that others would observe onlythat others would observe only

what you had in mind.what you had in mind.

Avoid Avoid ³mind³mind--reading´reading´ (whether there is ³(whether there is ³intent intent ́́behind the behavior)behind the behavior). Identify. Identify ³³observable &observable &

measurablemeasurable´ actions´ actions..

Word the definition so that it tells the reader Word the definition so that it tells the reader which actions comprise the behavior which actions comprise the behavior (versus(versus

what it isn¶t)what it isn¶t)..



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StandingStanding

One is standing when«One is standing when«

± ± 1.1.

± ± 2.2.

± ± 33..

Flamingo standing?Flamingo standing?

Touching wall or tableTouching wall or table (or umbrella)(or umbrella) ??

Hands on kneesHands on knees??



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Dictionary & ThesaurusDictionary & Thesaurus ((My favorite dinosaurMy favorite dinosaur))

Teams: Describe how one particular student showsTeams: Describe how one particular student shows

the following behaviors in his/her idiosyncraticthe following behaviors in his/her idiosyncraticmanner:manner: (Select two)(Select two) Then determine dimension toThen determine dimension tochange.change.

PinchingPinching

CursingCursingTattlingTattling

In seatIn seat (What is minimum acceptable criteria?)(What is minimum acceptable criteria?)

EcholaliaEcholalia

Gnawing on pencilGnawing on pencilSpittingSpitting (versus drooling)(versus drooling)

On taskOn task (versus ³off task´)(versus ³off task´)

NonNon--compliantcompliant..



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FrequencyFrequency ^̂

Used for ³Used for ³short short--l i ved l i ved ́ behaviors´ behaviors (Less than 10 seconds?)(Less than 10 seconds?)

Make a tally mark when the behavior is witnessedMake a tally mark when the behavior is witnessedduring the observation period.during the observation period.

Compute average # of times the behavior occurs per Compute average # of times the behavior occurs per

some human designated time period. Huhsome human designated time period. Huh??

± ± MinuteMinute

± ± Hour Hour

± ± Class periodClass period

± ± DayDay

± ± WeekWeek

± ± MonthMonth..



2020

**ACTIVITYACTIVITY (Figure Frequency)(Figure Frequency)

Times witnessedTimes witnessed ==# of time periods# of time periods..

During the school week, Jane was sent to the officeDuring the school week, Jane was sent to the office

five timesfive times..

1.1. Once every five minutesOnce every five minutes

2.2. Once every five periodsOnce every five periods

3.3. Once per dayOnce per day

4.4. Like it says; 5 times per week.Like it says; 5 times per week.



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Compute the FrequencyCompute the Frequency

You witness the demonstration of the target behavior You witness the demonstration of the target behavior

12 times during a 48 minute class period. How often12 times during a 48 minute class period. How oftendoes the behavior eruptdoes the behavior erupt?? (use basic division, not formula)(use basic division, not formula)



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Frequency RecordingFrequency Recording (Use the ³(Use the ³Joe´ video clip foundJoe´ video clip found

on BehaviorAdvisor.com inside the button titled ³Free Podcasts & Videos´on BehaviorAdvisor.com inside the button titled ³Free Podcasts & Videos´))

Situation« Joe, known for his ³passive aggressive´Situation« Joe, known for his ³passive aggressive´behavior, once again befuddles & angers a teacher.behavior, once again befuddles & angers a teacher.

This vignette can be used for many other purposes,This vignette can be used for many other purposes,

but it does give us the opportunity to conduct abut it does give us the opportunity to conduct a

³³F

requency c ount F

requency c ount ́.´.How many times does the teacher engage inHow many times does the teacher engage in

³³hesi tat i on behav i or hesi tat i on behav i or ́?´?

³Hesitation´ is any time the teacher says³Hesitation´ is any time the teacher says³³UhUh´ or ³´ or ³UmUm´.´.

(Can¶t use clip in Canada«)(Can¶t use clip in Canada«)



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Clicker:Clicker: Joe:Joe: How many ³hesitation´How many ³hesitation´

incidents were observed?incidents were observed?

A. A. 66

B.B. 77

C.C. 88D.D. 99

E.E. 1010

F.F. 11 or more11 or more



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DurationDuration ^̂

Using a stop watch, for each behavior display:Using a stop watch, for each behavior display:

± ± Start the watch when the behavior occurs.Start the watch when the behavior occurs.

± ± Stop the watch when it ceases.Stop the watch when it ceases.

ComputeCompute

± ± average length of occurrenceaverage length of occurrence

OR OR

± ± % of observation time that behavior was displayed% of observation time that behavior was displayed..



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Calculate the duration for the upcomingCalculate the duration for the upcoming

clicker slidesclicker slides

Total time witnessedTotal time witnessed

Total time of observation =Total time of observation = %%..

During a 20 minute session, you observed theDuring a 20 minute session, you observed the

behavior emerge 5 times for a total of 15 behavior emerge 5 times for a total of 15

minutes. Calculate the:minutes. Calculate the:

± ± % of the block of time that it occurred% of the block of time that it occurred (use formula)(use formula)

± ± Average length of episode Average length of episode (use basic math)(use basic math) ..



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Clickers:Clickers: During a 20 minute session, the behavior During a 20 minute session, the behavior

emerges 5 times for totalof 15 minutes.emerges 5 times for totalof 15 minutes. %?%?

1.1. ¾ (75% of the time)¾ (75% of the time)

2.2. 1/31/3 (33% of the time)(33% of the time)

3.3. 1¼ (125% of the time)1¼ (125% of the time)

4.4. ¼ (25% of the time)¼ (25% of the time)..

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2020 = 4= 4Fact:Fact: 5 out of 4 people have problems with fractions5 out of 4 people have problems with fractions



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Clickers:Clickers: Average length of display? Average length of display?

1.1. 5 minutes5 minutes

2.2. 3 minutes3 minutes

3.3. 3/53/5thsths of a minuteof a minute4.4. I¶ve run out of fingers & toes while counting.I¶ve run out of fingers & toes while counting.



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(Partial)(Partial) Interval RecordingInterval Recording ^̂

PeriodicallyPeriodically ((determined ahead of timedetermined ahead of time,, e.g.e.g. ³every 20³every 20

minutesminutes´́)) watch a student for a period of timewatch a student for a period of time ((prepre--determineddetermined,, e.g., ³one minute´e.g., ³one minute´).).

For each interval, make a ³For each interval, make a ³y esy es´ or ³´ or ³nono´ mark´ mark

depending on whether the behavior was displayeddepending on whether the behavior was displayedat AN Y POINTat AN Y POINT during the observation period.during the observation period.

Compute theCompute the %% of intervalsof intervals that the behavior wasthat the behavior was

displayeddisplayed..

At any point since the ³block of time´ slide´, did At any point since the ³block of time´ slide´, did

anyone in our class ask a question?anyone in our class ask a question?



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(Whole)(Whole) Interval RecordingInterval Recording ^̂

PeriodicallyPeriodically (determined ahead of time)(determined ahead of time) watch a studentwatch a student

for a period of timefor a period of time (pre(pre--determined).determined).

For each interval, make a ³For each interval, make a ³yesyes´ or ³´ or ³nono´ mark´ mark

depending on whether the behavior was displayed for depending on whether the behavior was displayed for

thethe ENTIREENTIRE length of the observation period.length of the observation period.

Compute theCompute the %% of intervalsof intervals that the behavior wasthat the behavior was

displayeddisplayed..

During the last 10 minutesDuring the last 10 minutes (or since the ³(or since the ³block of t i meblock of t i me´́

slide)slide) (the interval)(the interval), was the person next to you, was the person next to you

³³seated seated ́ for the entire time´ for the entire time (posterior in contact with a(posterior in contact with a

horizontal surface)horizontal surface)?? YesYes or or NoNo??



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Momentary Time SamplingMomentary Time Sampling ^̂

PeriodicallyPeriodically ((predeterminedpredetermined times)times)

look at the student to determine if look at the student to determine if

s/he is displaying the identifieds/he is displaying the identified

behavior atbehavior at that very momentthat very moment..

Make a ³Make a ³yesyes´ or ³´ or ³nono´ mark´ markdepending on whether or not thedepending on whether or not the

behavior was displayed at thatbehavior was displayed at that

instant in time.instant in time.

Compute theCompute the %% of intervalsof intervals thatthat

the behavior was displayedthe behavior was displayed..



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ClickersClickers (Figure Interval Recording)(Figure Interval Recording)# of times behavior was witnessed# of times behavior was witnessed ==

# of times you watched for it# of times you watched for it..

Once per minute for a ½ hour observationOnce per minute for a ½ hour observationsession, you made a mark to indicate whether thesession, you made a mark to indicate whether thebehavior was observed. You made a ³behavior was observed. You made a ³y esy es´ sign´ signfor the following intervals:for the following intervals:

33rdrd 77thth 88thth 1414thth 2424thth 2828thth

During what percent of the intervals was theDuring what percent of the intervals was thebehavior displayed?behavior displayed?

1.1. 15%15%2.2. 20%20%

3.3. 33%33%

4.4. 500%500%



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Show the ³Show the ³J oshJ osh´ video clip´ video clip(( www.BehaviorAdvisor.comwww.BehaviorAdvisor.com inside button labeled ³Free Podcasts & Videos´)inside button labeled ³Free Podcasts & Videos´)

Session leader:Session leader: Go over directions for activityGo over directions for activity (below).(below). ThenThen

play video & call out ³Now´ every 10 seconds. play video & call out ³Now´ every 10 seconds.

Participants should have a pencil & paper, and haveParticipants should have a pencil & paper, and havedecided on two marks; one for ³yes´,decided on two marks; one for ³yes´, the behavior isthe behavior isoccurring (e.g., check mark, ³Y´, plus sign)occurring (e.g., check mark, ³Y´, plus sign) and one for ³no´,and one for ³no´,

Josh is NOT engaged in the designated behavior (minus sign,Josh is NOT engaged in the designated behavior (minus sign,check mark with horizontal slash, ³N´)check mark with horizontal slash, ³N´).. ORORMake yes & no columns in which to place tally marks.Make yes & no columns in which to place tally marks.

Behavior to be observed:Behavior to be observed: ³Palming´, defined as³Palming´, defined as ³w hen ³w hen an objec t unrelated to the lesson i s touc hing the insi dean objec t unrelated to the lesson i s touc hing the insi desurfac e of the hand surfac e of the hand (show palm of hand)(show palm of hand) from the end of thefrom the end of thef ing er nai ls to the 1f ing er nai ls to the 1st st c rease under the palm of thec rease under the palm of thehand.´ hand.´ If ³Now´ is called when the camera is notIf ³Now´ is called when the camera is notshowing Josh, do not make a mark.showing Josh, do not make a mark.



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Discussion: What things interfered withDiscussion: What things interfered with

accurate accounting of the behavior accurate accounting of the behavior ??

Clickers:Clickers: What percentage of ³moments´What percentage of ³moments´ (in time)(in time) waswas

Josh ³Josh ³P alming P alming ́?´?

A. 75 A. 75--80%80%

B. 81B. 81--90%90%

C.91C.91--100%100%

D. More than 100%D. More than 100%



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Which Type of Recording Procedure?Which Type of Recording Procedure?

(In groups)(In groups) Which type of recording would youWhich type of recording would youuse for each action?use for each action?

SpittingSpitting (versus drooling)(versus drooling)

In seatIn seat

TattlingTattling

EcholaliaEcholalia

Gnawing on pencilGnawing on pencil

CursingCursing

PinchingPinching..

In seat?In seat?



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Clickers:Clickers: Which type of recording would youWhich type of recording would you

use for ³On task´?use for ³On task´? (versus ³off task´)(versus ³off task´)



3.3. Momentary Time SamplingMomentary Time Sampling4.4. Whole intervalWhole interval

5.5. More than one of the aboveMore than one of the above (but which ones?)(but which ones?)



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Clickers:Clickers: Which type of recording would youWhich type of recording would you

use for ³use for ³nonnon--c ompl i ant c ompl i ant ́ behavior?´ behavior?



3.3. Momentary Time SamplingMomentary Time Sampling

4.4. Whole intervalWhole interval

5.5. Partial intervalPartial interval

6. More than one of the above6. More than one of the above (but which ones?)(but which ones?)

7.7. I refuse to answer. Dr. Mac can figure out what to doI refuse to answer. Dr. Mac can figure out what to dowith my nonwith my non--compliance.compliance.



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Decide Where & When to ObserveDecide Where & When to Observe

Determine:Determine: ± ± Do I want to observe the behavior in a number of Do I want to observe the behavior in a number of

situations or just onesituations or just one (e.g., math class, story time)(e.g., math class, story time)??

± ± If multiple settings or situations/circumstances,If multiple settings or situations/circumstances,

(Time of day, subject, teacher, peers present),(Time of day, subject, teacher, peers present), whywhy??

Behavior Recording

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