1. Data Collection Techniques
 Agenda
 Probe 2 (15)
 Lecture: Chapter 5 (15)
 Lecture: Target Behaviors, Measurement (60)
 Break (10)
 Activity: Target Behavior Definitions (30)
 Session Lesson (30-45)
 Lecture (If time allows): Recording Data, Reliability,
Graphs (20)

2. Three term contingency
 The interaction between existing behavior and
the environment
 It’s as easy as A, B, C
 Antecedent Behavior Consequence

4. Principles of Behavior
 They describe a basic relationship between
behavior and its controlling variables
 Positive reinforcement
 Negative reinforcement
 Punishment by presentation
 Punishment by removal
 Extinction

5. Positive Reinforcement
 Stimulus presented
 Contingent on a response
 Which increases the future probability of the
response
 Drinking a glass of water when thirsty
 High five from buddy after catching the ball
 Comments on a new haircut, return to same
stylist

6. Negative Reinforcement
 Stimulus removed
 Contingent on a response
 Which increases the future probability of the
response
 Hitting the snooze alarm to escape loud noise
 Slowing down when you see a cop to avoid a ticket
 Swearing, getting kicked out to escape math class

7. Punishment
 Removal
 Stimulus taken away that decreases future probability
of the behavior
 Presentation
 Stimulus presented that decreases the future
probability of the behavior

8. Punishment & Reinforcement
 Positive Reinforcement
 Get something good
 Negative Reinforcement
 Avoid or escape something aversive
 Punishment by Presentation
 Get something aversive
 Punishment by removal
 Removal of something good

9.  Negative reinforcement is when you take
something away and the behavior
decreases
 True or False? False

10.  Positive reinforcement involves giving
something to someone and increases future
behavior
 True or False? True

11.  A classroom teacher walks by a
student and says, “I like how you’re
doing your math quietly”, after
which the student begins talking to
his neighbor.
 This is an example of positive
reinforcement
 True or False?
False

12.  A behavior that has been negatively reinforced
will occur less often
 True or False?
False

13.  A teacher gives a student a “good
behavior coupon” for arriving to
school on time
 The student continues to arrive on-
time
 This is an example of positive
reinforcement
True

14.  The principal sends a student home
for fighting
 The student returns to school the
next day and gets into another fight
 This is an example of punishment by
removal
False

15. This is an example of positive
reinforcement False

16. •The next night the baby cries again in
the night and gets to sleep with mom
and dad
•This is an example of positive
reinforcement for the baby
True

17.  Steve was kicked out of math class
for disruptive behavior and sent to
IHS for the remainder of the period
 Steve was also then kicked out of
science for disruptive behavior and
sent to IHS
 This is an example of punishment by
removal False

18. Target Behaviors
 The behavior targeted for observation,
measurement, and assessment and/or
modification
 Defined by teachers as the behavior needing to
be learned, increased, or decreased
 Once identified – it must be defined
 Must be observable and measurable

19. Target Behavior: Characteristics
of Good Definitions
 Objective: such that the specific instances of
the response class can be detected, observed,
and recorded reliably
 Clear: unambiguous, such that others can use
and replicate
 Complete: such that the definition
discriminates the target behavior from other,
similar but nontarget behaviors and allows for
accurate coding

20. Target Behaviors
 Kim does not do what the teacher asks
 When given a direction by the teacher, Kim fails
to initiate the behavior within 5 seconds
 Andy is hyperactive
 Andy is out of his seat more than one time in 10
minutes
 Fred does not ride the school bus properly
 Fred is out of his assigned seat on the bus

21. Target Behaviors
 Betsy is aggressive
 Betsy hits, kicks, pushes and calls other children
names during recess
 Billy is withdrawn
 Billy initiates less than one interaction with a
peer in any given 10-minute free play period

22. Defining Target Behavior
 On-task
 Out-of-seat
 Makes rude comments
 Gets better grades
 Off-task
 Aggressive
 Does homework

23. On-Task Definition
 The target behavior to increase is on task
behavior for independent tasks during literary
center time.
 Looks like: the student actively working on the
task, with his eyes not leaving his paper for more
than five seconds at a time and his pencil in his
hand.
 Looks like/Sounds like: the student is in his seat
and not talking to any other students unless
prompted to. The student will also have a quiet
mouth, with no talking, humming, whistling, etc.

24. Out-of-Seat Definition
General description of behavior
 Billy leaves his seat without permission while I
am teaching class as a whole
Target behavior definition
 Leaving seat without permission during whole
group instruction
 No body parts touching desk or seat

25. Verbal Definition
Student makes vocal verbal response that is
non-content related, out of turn, and
directed at another person in relation to
others’ academic ability, social skills, family,
or personal characteristics.

26. Accuracy Definition
Measurement of the target behavior is the
percentage of correct responses. A correct
response includes factual and complete
responses that correspond to the in-class task or
assignment. A correct answer can take a variety
of forms including, letters, numbers, words,
mathematical symbols, punctuation marks,
circling, etc.

27. Off-Task
 Student’s work is out of his visual field for
more than 3 consecutive seconds during all
occasions except those beyond his control
(e.g. teacher took it away, hasn’t been handed
out yet, waiting for help from an adult).
 Student is conversing with someone other
than an adult. The only exception to this is
when the student is talking to someone else
that is engaged in the same task and none of
the other criteria for off-task behaviors have
been met.

28. Physical Aggression
 Physical Aggression: Kicking, hitting,
pushing, or head butting any staff, peer,
property, or self.
 Kicking, Hitting, Head-Butting: Forceful contact
made by the student’s foot, arm, hand, or head towards
any staff, peer, property, or self.
 Pushing: Making contact with the palm of the hands
on any staff, peer, or property resulting in the
movement of the property or person.

29. Productivity Definition
 Jason will increase his math productivity by
attempting math problems. An attempt will be
recorded if an answer is content related and is
given in the form of a written answer on paper,
on dry erase board, whispered, or verbalized.

30. Dimensions of Behavior
 Frequency: Number of times a response
occurs
 Duration: Length of time to complete a
response or total amount of time that a
response occurs
 Rate: Number of occurrences per unit of
time
 Latency: Amount of time it takes to begin a
behavior once an antecedent is present


31. Frequency Recording
 Behaviors that are well-defined are easily
recorded with this strategy
 Behaviors that are brief and discrete
 Simple numerical count is sufficient, but
recording the time period in which the behavior
occurred is critical
 If observation sessions vary in length convert
data to rate (# of behaviors/time)

32. Duration Recording
 If the length of the response is the major
characteristic duration may be the best
dimension to record
 Monitored by any watch or clock
 Record cumulative time of a target behavior
 Total duration is more convenient, duration per
occurrence is more accurate

33. Rate
 Frequency of TB divided by the number of
minutes
 Useful when observation periods are not
constant and vary in duration
 Recommended when reporting the number of
times behavior occurred unless the observation
periods are constant

34. Latency Recording
 Start a timer when the cue (e.g., verbal
instruction) is presented and stop the timer
when the student complies with the request
 Often the goal is to decrease latency
 For students who are impulsive, teaching them
to increase latency might be an effective tool

35. Magnitude
 Force or strength of a behavior
 Aggression, temper tantrums, verbal responses,
noises and body movements
 Crying – frequency and duration the same, but
magnitude may decrease from a scream to a
whimper

36. Suppose
You want to evaluate the effectiveness of
your efforts to teach your students the
leisure skill of bowling…

37. Measurement
What are some characteristics of interest you
might want to address?
 Frequency
 Number of times a discrete response occurs in a
standard observation period
 Repetition of one topography is usually the
salient dimension
Example: Number of times per game student
selects the correct bowling ball to throw

38. Measurement
 Rate
 Frequency of response per unit of time
 Used when duration of observation period varies
Example: Number of times per minute student
makes positive comment related to team
members’ bowling performance.

39. Measurement
 Latency
 Time to onset of response
 Every instance of behavior can be located in time
with respect to other events.
Example: The time that elapses from when it is
student’s turn to bowl and when he picks up the
bowling ball.

40. Measurement
 Magnitude
 Amount, amplitude, intensity, or force of a
response
 Usually addressed in definition (i.e., what
constitutes a minimal response).
Example: Force of throwing bowling ball (enough
to make it to the pins).

41. Measurement
 Duration
 Length of time to complete a response or total
amount of time that a response occurs
Example: Number of seconds to complete putting
on bowling shoes (removing and storing street
shoes, retrieving and putting on bowling shoes,
tying laces).

42. Measurement
 Frequency = Number of times a response occurs
 Rate = Number of occurrences per unit of time

43. Measurement
 Duration = Length of time to complete a response
or total amount of time that a response occurs

44. Interval Recording
 Requires your full attention
 Can observe several behaviors/students
simultaneously
 Effective for behaviors that occur too frequently
to count (hand flapping)
 Break the observation period down into smaller
intervals of equal length
 Observe whether the behavior occurs or does
not occur during the interval
 Whole interval (occurs the entire time) or partial
interval (any occurrence at all)

45. Time sampling
 Useful if you want to ‘sample’ behaviors across
an extended time period or settings
 Similar to interval, but the intervals are much
longer, are less frequent and may be variable
 For example;
 5-min sample from 1 hour, one sample every 5-min
 Momentary-time sampling
 Rate the occurrence/non-occurrence of the target
behavior following a specified interval

46. Whole Interval Recording
Record + if behavior occurs for entire duration of interval
Continuous measure

47. Whole Interval Recording
Record + if behavior occurs for entire duration of interval
Continuous measure
+ 0 0 0 +
+

48. + 0 0 0 +
+ 3 / 6 = 50 %
PERCENTAGE INTERVALS
100
BEHAVIOR OCCURRED
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5
SESSIONS

49. Whole Interval Recording
Record + if behavior occurs for entire duration of interval
Continuous measure

50. Whole Interval Recording
Record + if behavior occurs for entire duration of interval
Continuous measure
+ 0 0 0 +
+ 3 / 6 = 50 %
+ _ _
1 / 3 = 33%

51. Partial Interval Recording
Record + if behavior occurs during any part of interval
Continuous measure

52. Partial Interval Recording
Record + if behavior occurs during any part of interval
Continuous measure
+ + + +
+ 5 /6 = 83%

53. Partial Interval Recording
Record + if behavior occurs during any part of interval
Continuous measure
+ + + + +
+ 5 / 6 = 83 %

54. Partial Interval Recording
Record + if behavior occurs during any part of interval
Continuous measure
+ + + + +
+ 5 / 6 = 83 %
+ + +
3 /3 = 100 %

55. Momentary Time Sample (MTS) Recording
Record + if behavior occurs at end of interval
Continuous measure

56. Momentary Time Sample (MTS) Recording
Record + if behavior occurs at end of interval
Continuous measure
+ + 0 0 +
+ 4/6 = 66%

57. Momentary Time Sample (MTS) Recording
Record + if behavior occurs at end of interval
Continuous measure
+ + 0 0 +
+ 4 / 6 = 66%

58. Momentary Time Sample (MTS) Recording
Record + if behavior occurs at end of interval
Continuous measure
+ + 0 0 +
+ 4 / 6 = 66%
+ 0 +
2/3 = 66%

59. Which recording procedure yielded the most
sensitive measure of behavior in this situation?
Continuous measure
10-s interval 20-s interval
Whole Interval 50 % 33 %
Partial Interval 80 % 100 %
MTS 66 % 66 %

60. Accuracy of Observation and
Measures
 Reactivity: changes in behavior of person being
observed
 Observer drift: gradual shift by the observer of
understanding of the target behavior
 Recording procedure: procedure selected to
measure the dimensions of a behavior (duration)
 Observer expectancy: expectations teachers have
about the children they observe
 Personal values/bias: social, cultural, or religious
values that affect teacher’s perception of
behavior

61. Data Collection Aids
 Pocket counting: transfer pennies from one to
another
 Empty jar: drop pennies into jar each time TB
occurs (take out each time TB occurs)
 Masking tape on the wrist: names on the tape
and slash marks next to name when TB occurs

62. Reliability of Observations
 Reliability: refers to accuracy of data collected
across observers (IOA)
 Reliability for:
 Frequency counts
 Duration and latency
 Interval recording and time sampling (see book for
each formula)

63. Recording Observations
 Permanent product recording: materials that are
produced as a result of behavior
 Data collection form: prepared sheet of paper
used to record raw data during observations
 Coding system: list of codes added to the data
sheet that assists teachers in efficiently recording
TB

64. Displaying Observational Data:
Line Graphs
Baseline
100
90
80
70
Frequency of Aggression
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS

65. Displaying Observational Data:
Cumulative Graphs
Baseline
100
90
80
Frequency of Aggression
70
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS

66. Displaying Observational Data:
Bar Graphs
Baseline
100
90
Frequency of Aggression
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS

67. Baseline and Intervention
 Baseline: refers to the measurement of the TB
prior to implementation of any intervention
 Collect baseline data until data is stable

68. Accelerating Trend
Baseline
100
90
80
70
Frequency of Aggression
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS

69. Decelerating Trend
Baseline
100
90
80
70
Frequency of Aggression
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS

70. Variable Trend
Baseline
100
90
80
70
Frequency of Aggression
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS

71. Stable Trend
Baseline
100
90
80
70
Frequency of Aggression
60
50
40
30
20
10
0
1 2 3 4 5 6
SESSIONS