1. Using the Minute by Minute Sheet for High Frequency Behaviors By Laura A. Riffel, Ph.D. Behavior Doctor Seminars

2. You will choose three or less behaviors to track Type over the current letter with a new letter to stand for the behavior you are going to mark. Then type the word over the current word. The program will make the appropriate changes on the back side. www.behaviordoctor.org © 2014

3. Highlight the rows you want to erase: Right click on your column you want to erase- click delete and then “table rows” - if you make a mistake you can hit the back button. Right click Click delete and then table rows www.behaviordoctor.org © 2014

4. Likewise, if your day ends before 4:30 repeat the steps for the end of the day. Right click on your column you want to erase- click delete and then “table rows” - if you make a mistake you can hit the back button. Right click Click delete and then table rows www.behaviordoctor.org © 2014

5. You can print off a worksheet to take the data on- or you can use your computer When a behavior occurs, you will mark it with the corresponding letter and the computer will tabulate it into a pie chart for you. If the school day doesn’t start till 8:30 for you- erase 7:30-8:29 on the program and it will deduct that time from the total. This way you will have an accurate baseline. www.behaviordoctor.org © 2014

6. Printed Worksheet www.behaviordoctor.org © 2014

7. Enter Data As you enter data, numbers will generate at the top- www.behaviordoctor.org © 2014

8. Your Pie Chart will generate and show you how many minutes the student engaged in behaviors for the time period of analysis. 72% on task, 23% sleeping, 2% biting, 3% hitting www.behaviordoctor.org © 2014

9. This will give you frequency and duration You can hover over each portion of the pie and it will tell you the count- which is the number of minutes the student engaged in the behavior as well as the number of incidents- in the event of sleeping however, it would just be duration- you could easily go back and see how many sleeping segments occurred during each day. www.behaviordoctor.org © 2014

10. What can you do with this information? A minute by minute data collection is good for high frequency behaviors. It is also good for follow-up intervention data after you have determined the function of a behavior. You can compare it with anecdotal notes, schedules, etc. to gain a lot of valuable insight into patterns of behavior when choosing appropriate interventions. For instance, when our demonstration student falls asleep, they tend to have aggressive behaviors when they first wake up. Seeing the pattern to sleeping behaviors, the staff can give the student jobs to do that require the student to get up and walk around. This will help keep them engaged and awake. The student will be less likely to fall asleep, and hopefully less likely to have aggressive behaviors. Continued data will show if this hypothesis is correct. If not, the staff will put appropriate plans in place to ensure the hitting and biting behaviors are ameliorated by implementing other plans based on perceived function behind the hitting and biting. Another useful resource is being able to show this to parents to discuss sleeping habits and see if strategies can be implemented at home to help with integrating more sleep into the evening hours rather than the daytime hours. This is just one sample of what can be done with this tool. www.behaviordoctor.org © 2014