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