1. Your “Do Now” Assignment
Visualize a behavior that is you would like to see change for the better. What exactly do you wish to see change? How would the behavior “morph”? What aspect or characteristic of the action should change?

2. Behavioral Recording: The collection of quantitative data regarding an identified behavior

3. 3 Basic Types (The ones used most often in schools) ^
Frequency (short-lived behaviors): Tally marks made when
- action is witnessed OR
- “permanent product” is produced.
Duration (long-lived or variable-length behaviors):
Use stop watch to help determine
-average length of display of behavior OR
-% of time consumed by the behavior.
Interval: “Yes” or “No” mark depending on whether action:
– Occurred during any part of the observation period (Partial)
– Exhibited for the entire observation period (Whole)
– Happened at the exact instant that you glanced over to look for it
(Momentary Time Sampling –MTS,
a short cut procedure for duration recording…later) .
Do simple addition and division (2+4+6+=12 divided by 3 episodes = 4 minutes on average
Draw block of time and fill to 25%

4. Step by step… ^ 1. Define the behavior that you wish to observe.
2.  Decide which type of recording is best suited to monitor the behavior.
3. Decide when & where to observe the behavior.
4. Decide how long each observation will last (and how long the intervals will last if using interval recording).
10 to 20 minutes is often adequate, but…
More time spend observing =more accurate results.
5. Observe and collect data on the student's behavior.
Conduct multiple observation sessions in order to create a more representative profile.
6. Compute rate/ratio of occurrence, & plot on graph.
7. Repeat steps 5 & 6.

5. Defining the behavior
Be very specific.  Be certain that your definition is so precise that others would observe only what you had in mind.
Avoid “mind-reading” (whether there is “intent” behind the behavior). Identify “observable & measurable” actions.
Word the definition so that it tells the reader which actions comprise the behavior (versus what it isn’t).

6. Standing One is standing when… 1. 2. 3. Flamingo standing?
Touching wall or table (or umbrella) ?
Hands on knees?

7. Frequency ^ Used for “short-lived” behaviors (Less than 10 seconds?)
Make a tally mark when the behavior is witnessed during the observation period.
Compute average # of times the behavior occurs per some human designated time period. Huh?
Minute
Hour
Class period
Day
Week
Month.

8. Compute the Frequency
You witness the demonstration of the target behavior 12 times during a 48 minute class period. How often does the behavior erupt? (use basic division, not formula)

9. Frequency Recording (Use the “Joe” video clip found on BehaviorAdvisor
Frequency Recording (Use the “Joe” video clip found on BehaviorAdvisor.com inside the button titled “Free Podcasts & Videos”)
Situation… Joe, known for his “passive aggressive” behavior, once again befuddles & angers a teacher. This vignette can be used for many other purposes, but it does give us the opportunity to conduct a “Frequency count”.
How many times does the teacher engage in “hesitation behavior”?
“Hesitation” is any time the teacher says
“Uh” or “Um”.
(Can’t use clip in Canada…)
Canadians say “eh”.

10. Duration ^ Using a stop watch, for each behavior display: Compute OR
Start the watch when the behavior occurs.
Stop the watch when it ceases.
Compute
average length of occurrence OR
% of observation time that behavior was displayed.

11. Fact: 5 out of 4 people have problems with fractions
Clickers: During a 20 minute session, the behavior emerges 5 times for total of 15 minutes. %?
1. ¾ (75% of the time)
2. 1/3 (33% of the time)
3. 1¼ (125% of the time)
4. ¼ (25% of the time).
15 3
= 4
Fact: 5 out of 4 people have problems with fractions

12. (Partial) Interval Recording ^
Periodically (determined ahead of time, e.g. “every 20 minutes”) watch a student for a period of time (pre-determined, e.g., “one minute”).
For each interval, make a “yes” or “no” mark depending on whether the behavior was displayed at ANY POINT during the observation period.
Compute the % of intervals that the behavior was displayed.

13. (Whole) Interval Recording ^
Periodically (determined ahead of time) watch a student for a period of time (pre-determined).
For each interval, make a “yes” or “no” mark depending on whether the behavior was displayed for the ENTIRE length of the observation period.
Compute the % of intervals that the behavior was displayed.

14. Momentary Time Sampling ^
Periodically (predetermined times) look at the student to determine if s/he is displaying the identified behavior at that very moment.
Make a “yes” or “no” mark depending on whether or not the behavior was displayed at that instant in time.
Compute the % of intervals that the behavior was displayed.

15. Show the “Josh” video clip ( www. BehaviorAdvisor
Show the “Josh” video clip ( inside button labeled “Free Podcasts & Videos”)
Session leader: Go over directions for activity (below). Then play video & call out “Now” every 10 seconds.
Participants should have a pencil & paper, and have decided on two marks; one for “yes”, the behavior is occurring (e.g., check mark, “Y”, plus sign) and one for “no”, Josh is NOT engaged in the designated behavior (minus sign, check mark with horizontal slash, “N”). OR
Make yes & no columns in which to place tally marks.
Behavior to be observed: “Palming”, defined as “when an object unrelated to the lesson is touching the inside surface of the hand (show palm of hand) from the end of the fingernails to the 1st crease under the palm of the hand.” If “Now” is called when the camera is not showing Josh, do not make a mark.

16. Which Type of Recording Procedure?
(In groups) Which type of recording would you use for each action?
Spitting (versus drooling)
In seat
Tattling
Echolalia
Gnawing on pencil
Cursing
Pinching.
In seat?

17. 3. Momentary Time Sampling 4. Whole interval 5. Partial interval
Clickers: Which type of recording would you use for “non-compliant” behavior?
1. Frequency
2. Duration
3. Momentary Time Sampling
4. Whole interval
5. Partial interval
6. More than one of the above (but which ones?)
7. I refuse to answer. Mrs. Oshiro can figure out what to do with my non-compliance.

18. Decide Where & When to Observe
Determine:
Do I want to observe the behavior in a number of situations or just one (e.g., math class, story time)?
If multiple settings or situations/circumstances, (Time of day, subject, teacher, peers present), why?