Sessions 4 & 5 Behavior Data Collection

Next step after confirming FBA functional hypothesis?

Collect baseline data for the target behavior.

Examples of indirect FBA assessment tools

Parent, student, and teacher interviews, rating scales, and record reviews.

Frequency (Event) recording

Counting every single time a discrete target behavior occurs; how often

Duration data measurement

Measuring how long a behavior occurs, either total or per occurrence; how long?

Latency in behavior data

The time between an antecedent stimulus and the start of the behavior; how long before start?

Intensity or magnitude

Assessing the severity or strength of a behavior using a rating scale; how strong?

ABC purpose

Record antecedents & consequences of the behavior (incl activities, locations, settings , people, time of day) → necessary for hypothesis

duration

Topography

How the behavior physically looks or is performed; how does it look?

frequency/event recording

-Record every single time it occurs → count

-How many times a behavior will occur (frequency)

1. Decide when you will observe

2. Keep track of start and stop times

3. Count number of times a behavior occurs

-How to make it easier

-Clickers, counters, tallies

-Must either keep observation times the same (i.e., every observation is 40 minutes), or do it per minute → a rate

When to use frequency

When time and opportunities are constant

Report number of targeted responses

Tells about number of times a target behavior occurs

Percentages in frequency

-responses/opportunities x 100

-Not recommended when number of opportunities is low

Use when

-When opportunities vary

-Report number of targeted responses within a specified number of responses

-Tells about accuracy

Rate in frequency

-How many instances a behavior occurred within a period of time

-Useful for determining proficiency

frequency/time (i.e., responses per minute)

Use when

-When time and opportunities are constant

-Report number of targeted responses within a time period

-Tells about fluency of proficiency

duration

How long a behavior occurs

Can use total duration or duration per occurrence

Total duration/# of times of behavior occurs = duration per occurrence

latency

Time between stimulus/antecedent and start of behavior

Use when

Concern for short or long latency

Measure of compliance

Average latency, longest latency, etc.

intensity/magnitude

Does the behavior vary in strength?

May need to develop a rating scale, however must be cautious of individual interpretations (i.e., cry vs scream)

Likert scale (odd numbers are better/ more precise)

interval recording

-Whether or not the behavior occurs within a given time period

-Mark a data collection sheet to indicate the presence or absence of a behavior

-Divide the class period into 30 sec intervals

-During How many intervals does student D talk out?

Partial-interval time sampling

Scoring if behavior occurs at least once during the interval; overestimates frequency.

- most commonly used, easy for teachers, good for behavior reduction

Whole-interval time sampling

Scoring if behavior occurs throughout the entire interval; underestimates frequency.

- useful for ongoing behaviors that continue across intervals

Momentary time sampling

-Scoring if behavior occurs precisely at the exact moment the interval ends.

-Short blocks of time = shorter intervals ; longer amt of time = longer intervals

PLA check (Planned Activity Check)

A momentary time sampling variation used to measure the behavior of a group.

Inter-response time (IRT)

The time gap between two separate occurrences of the same behavior.

Permanent product data

Measuring tangible items or outcomes resulting from a behavior after it occurs.

Trial to criterion

Counting the number of responses needed before a person reaches a specific goal.

Continuous vs. sample observation

Continuous records all instances; sample (discontinuous) records parts of the day.

Reactivity

When a person changes their behavior because they know they are being watched.

Observer drift

When an observer unintentionally alters how they apply an operational definition over time.

-loosening or expanding the definition

Observer bias

When an observer's expectations or personal feelings influence their data recording.

Accuracy vs. Inter-observer agreement

Accuracy is the true score; agreement is how closely two independent observers match.

Baseline data requirements

Aim for 3 or more repeated measures of ongoing behavior prior to any intervention.