1. Systematic Behavior Observations
School Psychologists in
Caveland Region (SPIC-R)
12/02/11

2. ABC Recording
The observer attempts to record the events that occur around the behavior within an environment
One way to organize a narrative observation
Records specific environmental events categorized as:
A = Antecedent
B = Behavior
C = Consequence

3. ABC Recording Helps to understand “what’s going on”
Uninvolved observer may see things involved staff can not
Often may give insight into function of the behavior

4. Basic Procedures for ABC Recording
Write down as the behavior occurs
Record the consequences
Think back to antecedents and record
Interpret the data only after gathering additional information. Make generalizations and find support from other sources (re: interviews, observations, etc.)

5. Advantages of ABC Recording
Helps to pinpoint important events in a given situation
More efficient recording method than anecdotal
May yield information about behaviors that are present or absent from a student’s skill repertoire (skill vs. performance deficits)

6. Disadvantages of ABC Recording
Same disadvantages as Narrative Recordings
Observer may not always see or key into antecedents due to distractions or temporal distance
Difficult to always categorize events into A-B-C format

7. Antecedent Behavior and Consequences (ABC)
After anecdotal observations have been made, they can be analyzed to determine the behavior(s), antecedents and consequences.
Antecedent Behavior Consequence

8. ABC Recording - Example
Student: Sally Setting: Ms. Smith Language arts
Observer: Myers Date: 9/02/11
Antecedent
Behavior
Consequences
Completing journals
Writing in journal
Peer pulled away
Banged pencil on table
Grabbed object from peer
Hit peer on arm
Teacher told to stop
Peer pulled away and teacher directed to task
Teacher requested Sally to sit in chair away from others (TO)

9. Narrative Sample- Change to ABC (Primary Classroom cont.)
Sally moved around on her chair attempting to look out the window. After 1-2 minutes, the teacher directed Sally back to her desk to finish her assignment and informed her that she lost 5 minutes of recess. Sally walked back to her desk, touching every peer on the top of the head as she went. Each peer reacted by yelling “stop that”. Sally returned to her desk and sat making loud noises and complaining about the assignment and the loss time at recess. The teacher then
told her that if she did not finish
she would miss the entire recess.

10. Conduct ABC observation on Tracy
Activity 1
Conduct ABC observation on Tracy

11. Duration Recording
The observer measures the total length of time that the behavior occurs during a predefined observation period
Provides a record of how long the behavior occurs
Can be a more accurate measure when frequency alone is unrepresentative

12. Advantages of Duration Recording
Most appropriate for behaviors of low to moderate frequency
Appropriate for behaviors of long duration
Appropriate for behaviors of variable duration
Appropriate for behaviors that involve latency (e.g. tardiness, time to start activity, etc)

13. Disadvantages of Duration Recording
Targeted behavior must have clearly definable beginning and end
Difficult to use with more than one student at a time
Inappropriate for behaviors of high rates

14. Sample Duration Form

15. Duration Form-Example

16. Activity 2
Conduct duration observation Observe the amount of time Tina is out of seat

17. Frequency Count
This means keeping track of the number of times a specific behavior occurs within a specific time period.
Frequency counts are useful for recording behaviors:
have a clear beginning and end and
that last about the same amount of time each time they occur.
Requires carefully predefined behavior.

18. Frequency Count
You simply tally the number of times the target behavior occurred during the observation period.
Some examples of a frequency count could be
the number of math problems completed on a math worksheet within 15 minutes,
the number of times a preschooler intentionally communicates in an hour, and
the number of times a student raises his hand during a 10-minute class discussion.

19. Frequency Count
Frequency counts can be used to determine rates of behavior
For example, from a series of observations, it may be determined that a student’s average rate of “talking out” behavior may be twelve times per hour

21. Sample Frequency Recording Form

22. Frequency Recording Form- Example

23. Chart the number of times Raynetta talks out
Activity 3
Chart the number of times Raynetta talks out

24. Scatter Plot
A method of recording occurrence and nonoccurrence of behavior across activities, routines, and time periods, providing a visual display of patterns
Identifies patterns of responding in natural settings
Suggests possible sources of environmental control
Example:
Record occurrences of hitting and screaming and the specific times of the occurrences and the subject being taught when the behaviors occur.

25. Sample: Scatter Plot Data Sample
Student: Jack Observer: Teacher Date: 1/8-1/19
Target Behaviors: H= Hitting S= Screaming
Dates
Time Activity
1/8 1/ /10 1/ / / / / /19
8: Morning Work
8: Journal
9:00 Reading Group HS H HS H H S HS S
10:00 Language Arts H HS S HS H H HS HS HS
11:00 Finish up morning S S Sx2 HS H H H H S
Get ready for lunch

26. Interval Recording
Although there are a number of reasons to consider interval recording, two important ones include:
Sometimes behaviors occur too rapidly to reliably count.
Sometimes behaviors do not have easily identifiable starting and end points (e.g. fussing).

27. General Procedures for Interval Recordings
Select and define the target behavior that you will be observing
Write down how long you will be observing every time: Total Observation Time
Divide the total observation time into same length intervals and write down the length of each interval
All intervals need to be the same length: Intervals can be from a few seconds long to a few minutes long
Note: you will need a timing instrument such as a wall clock, wristwatch, or stopwatch in order to keep track of the time intervals.

28. Sample Interval Recording Form
INTERVAL DATA RECORDING
Participant: ______________________ Recorder: _________________
Environment: _____________________ Intervals method________________
Behavior:
Date
Start Time
Intervals
Occurred
Total %

29. Partial Interval Recording
You can look to see whether or not the behavior occurs at some point in each time interval (the behavior does not need to occur throughout the entire interval).
Examples of behaviors that you can measure using Partial Interval include:
Out of seat
Off-task
Self-stimulating

30. Partial Interval Recording Procedures
After completing the General Procedures
Keep an eye on your timing instrument to keep track of when intervals begin and end
Look to see if the behavior occurs
Once the target behavior occurs, place a (+) for that interval
It does not matter how many times the behavior occurs. If it occurs once or many times during the interval, mark a (+).
If, at the end of the interval the behavior did not occur, place an (o) for that interval
At the end of your observation time, total the number of (+)
Use this to calculate:
Number of Intervals of Occurrence
Percent of Intervals = X 100
Total Number of Intervals Observed

31. Chart using Partial Interval Recording.
Activity 4
Chart using Partial Interval Recording.

32. References
Alberto & Troutman (2009). Applied Behavior Analysis for Teachers. Columbus, OH: Pearson. Alessi & Kaye (1983). Behavior Assessment for School Psychologists . Bethesda, MD: NASP. Big East Educational Cooperative. (2010). Direct Observation. (PowerPoint). Ashland, KY. Caveland Educational Support Center (2000). Systematic Behavioral Observations (PowerPoint). Bowling Green, KY Kentucky Administrative Regulations: Special Education Programs (2007) 707 KAR 1: KAR 1:380.

33. References
Kentucky Department of Education (August 30,2010). Eligibility Policy Letter.
Sattler (2002). Assessment of Children: Behavioral & Clinical Applications. LaMessa: CA: Sattler Publishing.
University of Kentucky (1999). Functional Assessment of Behavior. Lexington, KY: University of Kentucky.
Van Houten & Hall (2001). The measurement of behavior: Behavior Modification. Austin, TX: ProEd.
Wilderness Trail Special Education Cooperative. (2010). Conducting Behavior Observations. (PowerPoint). Richmond, KY.