1. With defining targeted behaviors

3. Academic or Social Behavior Related to numerical dimensionRelated to time dimension Discrete Discrete or Continuous Prior to Response Time between initiation response and end of behavior Event Recording Moderate frequency High Frequency Interval Recording Time Sampling Latency Recording Duration Recording

4. One good way to record behaviors in a time sample is to have a pre- set key where you mark or circle the behavior.

5. 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

7.  Behavior need to be in concrete observable terms  We need to identify behaviors we want to increase (desired behavior) and decrease (undesired behavior)

8.  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

9.  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

10.  PAIR UP  EACH PERSON DEFINE A POTENTIAL UNDESRIED BEHAVOIR AND DESIRED BEHAVIOR  USE UNAMBIGOUS TERMS  ACTION VERBS  GIVE EACH OTHER FEEDBACK