With defining targeted behaviors
Academic or Social Behavior
Related to numerical dimension Related to time dimension
Discrete Discrete or Continuous
Prior toResponse
Time between initiation response and end of behavior
Event Recording Moderate
frequencyHigh Frequency
Interval Recording Time Sampling
Latency Recording Duration
Recording
One good way to record behaviors in a time sample is to have a pre-set key where you mark or circle the behavior.
Interval Observation System A1 A2 A3 A4
+ T M PT A + T M PT A + T M PT A + T M PT A
O TI P C Px O TI P C Px O TI P C Px O TI P C Px
B1 B2 B3 B4
+ T M T A + T M PT A + T M PT A + T M PT A
O TI P C Px O TI P C Px O TI P C Px O TI P C Px
Duration recording forms record the length of time from when a student starts a behavior
On the other hand, Latency is recorded from when you give a cue or instruction, and you are recording the time until a student starts a behavior. This duration form includes other important information to be coded.See A&T Chapter 3 p. 85 for another example
Duration Recording Form (May be used for one or multiple students)
Observation Date:___/___/07_ Condition: ___ Baseline ___ Intervention ___ Maintenance ___ Generalization Class/Subject/Activity: _________________________________________
Performance Data Collection or Reliability Data Collection Observer Initials: _______ Reliability Checker Initials: _______
Start Time:__________ Stop time:__________ Total Observation Time:_________________
Measure: DURATION between staff-delivered SD (“Check your schedule”) and student’s Response (Student attends to schedule chart and reaches for picture schedule icon Staff Initials
Staff SD (“check schedule”) Time of day
Student Initials
Level of Assistance (Use Code)
Student Response (R)/Behavior (Use Code; if necessary, describe)
Duration (sec.)
Consequence for completing transition transition
Time: ________
DV IV
G PC
PP FP
RM I
T H
S VR R
CO MA SB
I CA
None
V VD
T SP
P R R E O L C I E A D B U I R L A I L T Y
Shows PCard
Reads Script
Before
SD
Delivers +Rf for
completing transition
8/18/05 8/25/05 8/31 Locate Telephone
+ + +
Find number to call
IVP + +
Pick up phone + + + Listen For Dial Tone
IVP IVP +
Insert Phone Card
DVP DVP IVP
Dial Number IVP IVP + Allow phone to ring 6 times
+ + +
If someone answers initiate Conversation
+ (Call Completed)
+ + (Call completed)
If not, hang up +
P= physical prompt, DVP= Direct Verbal Prompt, IVP= Indirect Verbal Prompts Direct gesture prompts, IGP, Indirect Gesture prompts + = independent – incomplete B= Behavior problem
Behavior need to be in concrete observable terms
We need to identify behaviors we want to increase (desired behavior) and decrease (undesired behavior)
1) Off-task behavior- stomps his feet, claps his hands, hits himself with fist to chest, makes noises with his mouth.
2)Carryover error- adds double digits leaving only a single digit number below when carryover is needed
3) banging fist- banging fist up and down on table
4) tantrum- jumps, rocks back and forth, yells, screams
1) On-task behavior- remain seated with buttocks in his chair with his feet on the floor, his hands ready to work on the desk, completing assigned tasks
2) addition facts- adds double digit facts on worksheet using carryover method
3) sign for help- will use sign language to communicate need for help during reading
4) asking for a break- asking for a break when tired using break card
PAIR UP EACH PERSON DEFINE A POTENTIAL
UNDESRIED BEHAVOIR AND DESIRED BEHAVIOR
USE UNAMBIGOUS TERMS ACTION VERBS GIVE EACH OTHER FEEDBACK