Welcome to the Behavior section of the Student Support Team Resources
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Behavioral Data Collection
RESOURCES:
Data Collection Guide - Provides an explanation of each type of data collection method and how to summarize the data.
Choosing a Data Collection Method Flowchart - Determines the best data collection method based on the type of behavior.
Introduction to Graphing Article - Provides a basic explanation for preparing a behavioral graph.
Data Collection Guide - Provides an explanation of each type of data collection method and how to summarize the data.
Choosing a Data Collection Method Flowchart - Determines the best data collection method based on the type of behavior.
Introduction to Graphing Article - Provides a basic explanation for preparing a behavioral graph.
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FREQUENCY and RATE DATA
- This involves counting the number of times the specific behavior occurs during a specific time period
- You would use this when its important to know how many times a behavior occurs
- Should be used for behaviors that are short in duration (ex. raising hand)
- Target behavior should have a definite start/end and not occur to often during the interval
- Ways to track: tally marks, paperclips, counter
ACTIVITY DAILY FREQUENCY/RATE DATA SHEET
- You would use this when its important to know how many times a behavior occurs
- Should be used for behaviors that are short in duration (ex. raising hand)
- Target behavior should have a definite start/end and not occur to often during the interval
- Ways to track: tally marks, paperclips, counter
ACTIVITY DAILY FREQUENCY/RATE DATA SHEET
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DURATION DATA
- This is used when it's important to know how long a behavior(s) occur
- This method can be used with behaviors that occur often and for long periods. It should not be used for behaviors that start and stop quickly.
- Ways to track: record total time behavior was happening, record percentage of time behavior occurred
- This method can be used with behaviors that occur often and for long periods. It should not be used for behaviors that start and stop quickly.
- Ways to track: record total time behavior was happening, record percentage of time behavior occurred
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INTERVAL DATA
- This method is used to measure the behavior (or lack of a behavior) during a specific time interval.
*Partial Interval
- This measures if the behavior was present or not
- This is used when the goal is to reduce the behavior
- Use this method if the behavior occurs often and continuously
- This method is quick and easy to track behaviors; the observer is only marking once if the behavior occurred during the set time, not marking every instance of the behavior.
- The shorter the interval, the more accurate the representation of how often the behavior is occurring
*Whole Interval
- This measures if the behavior was present during the entire interval
- This is used when the goal is to increase the desired behavior
30 MINUTE WEEKLY INTERVAL DATA SHEET
15 MINUTE INTERVAL MULTIPLE BEHAVIORS
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*Partial Interval
- This measures if the behavior was present or not
- This is used when the goal is to reduce the behavior
- Use this method if the behavior occurs often and continuously
- This method is quick and easy to track behaviors; the observer is only marking once if the behavior occurred during the set time, not marking every instance of the behavior.
- The shorter the interval, the more accurate the representation of how often the behavior is occurring
*Whole Interval
- This measures if the behavior was present during the entire interval
- This is used when the goal is to increase the desired behavior
30 MINUTE WEEKLY INTERVAL DATA SHEET
15 MINUTE INTERVAL MULTIPLE BEHAVIORS
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LATENCY DATA
- This method is used to measure the length of time elapsed between the onset of a stimuli and the behavior (Ex. How long it takes a student to transition to a desk after a direction, how long it takes a student to get out materials, how long it takes to begin writing, etc.)
- This method is used when we want to decrease the time it takes a student to respond to a prompt
- This is often measured using a stopwatch
LATENCY RECORDING DATA SHEET
- This method is used when we want to decrease the time it takes a student to respond to a prompt
- This is often measured using a stopwatch
LATENCY RECORDING DATA SHEET
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BEHAVIOR RATING SCALE (BRS)
The BRS is a team-developed measure to assist in
collecting data on the student’s targeted behaviors. The BRS is a
simple, flexible, easily adjusted tool for daily data collection. There
are three key areas to be addressed when developing the BRS. First, the
team must have well-defined, operational definitions for each target
behavior. Second, they will need to decide on the best method for
measuring those behaviors by focusing on the area of greatest concern; how often the behavior occurs, how long the behavior lasts, or the behavior’s intensity.
Finally, the team will need to establish appropriate anchor points for
recording the target behaviors. It is essential for the team to
determine the most effective and accurate way to measure and record the
student’s behavior since the information obtained throughout the data
collection process will allow the team to make appropriate decisions
when completing the functional behavior assessment and developing the
behavior intervention plan.
Behavior Rating Scale
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MOMENTARY TIME SAMPLING (MTS) DATA
- This method involves collecting data ONLY at the interval instead of during the interval
- These moments are generally spaced equally over an observation period.
- This method is recommended to collect data over long periods of time, and the intervals are usually
minutes (e.g. 5 minutes) in length.
- This method is practical when teachers are required to teach and collect data at the same time.
- The time interval should not be too long, the longer the interval the less accurate the data will be
- These moments are generally spaced equally over an observation period.
- This method is recommended to collect data over long periods of time, and the intervals are usually
minutes (e.g. 5 minutes) in length.
- This method is practical when teachers are required to teach and collect data at the same time.
- The time interval should not be too long, the longer the interval the less accurate the data will be
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TIER 2 BEHAVIOR PROGRESS REPORT (BPR)
The Behavior Progress Report is a progress
monitoring tool for students receiving Tier 2 interventions. It should
not be used for intensive progress monitoring with a positive behavior
intervention plan. The BPR allows educators to specify up to three
target behaviors for each student; these target behaviors could reflect
the school-wide expectations, or they could be individualized for each
student. The BPR can be amended to allow for self-monitoring of target
behaviors, and for school-specific information as well.
The BPR tracks teachers’ perception of target behaviors as they occur throughout the day. Students can earn up to three points during each interval (class period, instructional time, etc.) for displaying or not displaying behaviors. At the end of the day, the number of points earned is divided by the total number of points possible for the day, to get the Percent of Points Earned, which is recorded in a progress monitoring graph for each student. This information allows intervention teams to see how well the intervention is working for each student.
The BPR tracks teachers’ perception of target behaviors as they occur throughout the day. Students can earn up to three points during each interval (class period, instructional time, etc.) for displaying or not displaying behaviors. At the end of the day, the number of points earned is divided by the total number of points possible for the day, to get the Percent of Points Earned, which is recorded in a progress monitoring graph for each student. This information allows intervention teams to see how well the intervention is working for each student.
BPR Data
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