Module 6

Defining, Measuring, and

Monitoring Behavior
Jennifer Freeman, PhD
Don Briere, PhD
Brandi Simonsen, PhD
Acknowledgements
Much of the content shared in this module was
developed by members of the OSEP-funded
National Technical Assistance Center for Positive
Behavioral Interventions and Supports.

Thank you to:

• Members of classroom workgroup:
• Brandi Simonsen, Jennifer Freeman, Jessica Swain-Bradway,
Robert Putnam, Heather George, Steve Goodman, Barb
Mitchell, Kimberly Yanek, Kathleen Lane & Jeffrey Sprague
• Members of the Northeast PBIS Network:
• Susannah Everett, Adam Feinberg, George Sugai, Brandi
Simonsen & Jennifer Freeman
Orientation to Module Tools and
Resources
• Module Videos

• Module Workbook

• Module Readings and Additional Resources

Orientation to Module Elements
• Activities
Discussion Workbook Quiz
Stop and Jot
Board Post

• Module Quiz – Self Assessment

• Do you know the basic content presented in this
module?

• Coaching Activities
• Can you implement the content presented in this
module in your classroom effectively?
Getting the Most Out of This Module
Pre-service New Teachers Experienced
Teachers
•Become fluent with •Focus on moving •Use activities as a
content and basic from knowledge to self-reflection
theory practice opportunity
•Look for examples of •Set implementation •Set a new
implementation in goals and either self- implementation goal
your clinic monitor or ask for for yourself
placements peer/coach feedback •Consider how you
•Video record or ask on your use of key might coach or teach
for feedback on your skills the skills/content to
implementation of •When a practice isn’t a new teacher in your
key practices during working use your building
your student teaching understanding of •Review resources to
theory to help you extend your learning
modify or intensify a with respect to
practice to improve culturally and
outcomes contextually relevant
implementation
 5 Critical Features
of Classroom
Management

Implement with Fidelity

Progress
Monitor
_ DBI +for
Diagnostic
Increased
frequency,
duration, or
Intensive Academic Need
Assessment

precision of Intervention
5 Critical Adaptations
Features of
Classroom
Progress
Management Monitor

_ +
Module Objectives
By the end of Module 6 you should be able to:
Part 1 • select an appropriate target behavior
Part 2 • write an operational definition for a target
behavior
Part 3 • identify relevant dimensions of behavior
Part 4 • choose a measurement system based on relevant
dimensions of behavior
Part 5 • use graphing conventions to create meaningful
visual displays of data
Defining, Measuring, and
Monitoring Behavior
Part 1
How do we select an appropriate target
behavior?
Module Objectives
By the end of Module 6 you should be able to:
Part 1 • select an appropriate target behavior
Part 2 • write an operational definition for a target
behavior
Part 3 • identify relevant dimensions of behavior
Part 4 • choose a measurement system based on relevant
dimensions of behavior
Part 5 • use graphing conventions to create meaningful
visual displays of data
 Why Measure Behavior?
Purpose Question
Screening Who needs support?
When is an instructional change
needed?
“Diagnostic”: identify specific How should we adjust instruction?
strengths and needs to guide On which behaviors/skills?
your instruction and support What will you do?
Progress Monitor to improve When is an instructional change
your instruction and support needed?
• Fidelity of implementation
Student outcomes
Outcome Did it work?
Key Steps in Measuring Behavior
1. Select target behavior(s)
2. Define target behavior(s)
3. Identify relevant dimension(s) of behavior(s)
4. Determine best procedure(s) for measuring
behavior(s) given definition, dimensions, and
context.
5. Summarize data visually to guide decision
making
1. Selecting a Target Behavior:
Social Significance
• Does it increase access to…
…reinforcement…
…from natural environment?
…from others?
…other (less restrictive) environments where other behaviors can be
learned/performed?
• Is it important as a…
…prerequisite for another functional skill?
…behavioral cusp or pivotal behavior?
• Is it age appropriate?
• If a behavior is targeted for reduction, is there an adaptive replacement?
• Do you have the “right” behavior (not a related or verbal one)?
(Cooper, Heron, & Heward, 2007, pp. 55-61)
1. Selecting a Target Behavior
Prioritizing Behaviors
1. “Does this behavior pose any danger to student or others?”
2. “How often” does (or will) the behavior occur?
3. “How long-standing is the problem or skill-deficit?”
4. “Will changing this behavior produce higher rates of reinforcement for the
person?”
5. “What will be the relative importance of this target behavior to future skill
development and independent functioning?”
6. “Will changing this behavior reduce negative or unwanted attention from
others?”
7. “Will this new behavior produce reinforcement of significant others?”
8. “How likely is success in changing this target behavior?
9. “How much will it cost to change this behavior?”
(Cooper, Heron, & Heward, 2007, pp. 62-63, emphasis added)
 Activity 6.1: Stop and Jot:
Selecting an appropriate target behavior

• Identify a behavior concern for a

student you have worked with.

• Which behavior(s) are higher priority?

Why?

Please Pause Video & Complete Activity 6.1

 Activity 6.1: Review
• Remember to consider the social significance of a
target behavior and consider how you will
prioritize behavior(s) to address
• Once you have prioritized your behavior(s), you
will now look to establish a clear definition
Defining, Measuring, and
Monitoring Behavior
Part 2
How do we write an operational definition?
Module Objectives
By the end of Module 6 you should be able to:
Part 1 • select an appropriate target behavior
Part 2 • write an operational definition for a target
behavior
Part 3 • identify relevant dimensions of behavior
Part 4 • choose a measurement system based on relevant
dimensions of behavior
Part 5 • use graphing conventions to create meaningful
visual displays of data
2. Defining a Target Behavior
Develop an Operational Definition
• What is it?
• Concrete description of target behavior.
• Should include examples/non-examples.
• Stated in terms of dimensions of behavior.
• Why is it important?
• We need an objective and agreed-upon definition
of behavior to aid with observation, intervention,
and discussion.
Observable and Measurable?
Target behavior: Anna is not prepared for class.
Replacement behavior: Anna will be prepared for
class.
No – let’s try again…

Target behavior: Anna does not have her book or a

pencil at the start of class.
Replacement behavior: Anna will have her book
and pencil at the start of class.
Yes – that’s better!
 Activity 6.2: Stop & Jot:
Write an operational definition

• Return to the behaviors you identified

in Activity 6.1

• Develop an operational definition for

your target behavior, including
examples and non examples.
Please Pause Video & Complete Activity 6.2
 Activity 6.2: Review
Check your Operational Definition
• Is it?
• Concrete description of target behavior.
• Should include examples/non-examples.
• Stated in terms of dimensions of behavior.
• Remember
• We need an objective and agreed upon definition
of behavior to aid with observation, intervention,
and discussion.
Defining, Measuring, and
Monitoring Behavior
Part 3
How do we use the dimensions of behavior
to help us refine our definition?
Module Objectives
By the end of Module 6 you should be able to:
Part 1 • select an appropriate target behavior
Part 2 • write an operational definition for a target
behavior
Part 3 • identify relevant dimensions of behavior
Part 4 • choose a measurement system based on relevant
dimensions of behavior
Part 5 • use graphing conventions to create meaningful
visual displays of data
3. Identify relevant dimension(s)
of behavior(s)
Why do we need dimensions?
• All behavior occurs within a context.
• It may not be the actual form of the behavior
that is inappropriate, but the duration,
intensity, or rate with which the behavior
occurs in a given context.

For example, it is natural to be off-task some of

the time. It is a problem if you are off task 80%
of the time.
7 Dimensions of Behavior
1. Frequency
2. Rate
3. Duration
4. Latency
5. Topography
6. Force
7. Locus
7 Dimensions of Behavior
1. Frequency Definition: the number of times an
individual engages in a behavior within an
2. Rate observation period.
3. Duration Measure by: counting incidents of behavior
(tally)
4. Latency Examples:
• Number of student talk outs during 15
5. Topography
minutes of direct instruction.
6. Force • Number of opportunities to respond
during 20 minutes of teacher directed
7. Locus instruction.
7 Dimensions of Behavior
1. Frequency Definition: frequency ÷ time
Measure by: counting incidents of behavior
2. Rate
and dividing by units of time (e.g., minutes,
3. Duration hours)
Examples:
4. Latency • Student turned in homework 3/5 days
per week.
5. Topography
• Teacher delivered specific praise 2 times
6. Force per minute during teacher instruction.

7. Locus
7 Dimensions of Behavior
1. Frequency Definition: how long an individual engages
in a behavior
2. Rate
Measure by: timing how long an individual
3. Duration engages in…
…each individual behavior
4. Latency …one behavior throughout observation
(cumulative)
5. Topography
Example:
6. Force • Student was on task for 15 consecutive
minutes during individual work time.
7. Locus
7 Dimensions of Behavior
1. Frequency Definition: the amount of time between the
instruction and a behavior
2. Rate
Measure by: timing interval between
3. Duration instruction and when student begins to
perform
4. Latency Example:
• Student begins working on task 5
5. Topography
minutes after instruction was given.
6. Force • Student arrives for class 7 minutes after
the bell signaled the beginning of class.
7. Locus
7 Dimensions of Behavior
1. Frequency Definition: the “shape” of a behavior or
what it looks like
2. Rate
Measure by: observing and recording exactly
3. Duration how the individual performs the target
behavior.
4. Latency Example:
• Saying hello while looking at the ground
5. Topography
vs. making eye contact and extending
6. Force your hand while saying hello.

7. Locus
7 Dimensions of Behavior
1. Frequency Definition: the intensity of a behavior
Measure by: observation (subjective) or
2. Rate
apparatus designed to measure intensity
3. Duration Example:
• Student hit hard enough to leave a
4. Latency bruise/scratch.
• Student spoke loudly enough to be heard.
5. Topography
• Sound sensitive traffic lights in
6. Force cafeterias.

7. Locus
7 Dimensions of Behavior
1. Frequency Definition: where the behavior occurs (e.g.,
setting, target location on “victim’s” body)
2. Rate
Measure by: observing and recording
3. Duration Example:
• Student engages in teasing behavior in
4. Latency the hallway.
• Student hits her head on her right
5. Topography
temple.
6. Force
7. Locus
 Activity 6.3: Discussion Board
Refine your definition

• Return to the operational definition you developed

in Activity 6.2.

• Identify (one or more) key dimensions that are

particularly relevant for your setting.

• Refine your operational definition using your

identified dimensions.

Please Pause Video & Complete Activity 6.3

 Activity 6.3: Review
• Which dimensions did you focus on?
• Is your operational definition more explicit now?
• Is it observable/measurable?
• Did you consider how you might measure your
behavior now that you have selected dimensions?
• Some operational definitions may use multiple
dimensions
• Multiple dimensions may require multiple measurement
approaches
Defining, Measuring, and
Monitoring Behavior
Part 4
How do we choose a measurement
system?
Module Objectives
By the end of Module 6 you should be able to:
Part 1 • select an appropriate target behavior
Part 2 • write an operational definition for a target
behavior
Part 3 • identify relevant dimensions of behavior
Part 4 • choose a measurement system based on relevant
dimensions of behavior
Part 5 • use graphing conventions to create meaningful
visual displays of data
4. Determine the Best Procedure
for Measuring Behavior
Decide who is going to take data.
• Will they be just observing?
• Or will they be teachers?

Decide how data will be collected.

• Observation?
• Permanent product?

Weigh practicality vs. precision.

Systems for Measurement
• Anecdotal Reports
• Permanent Product
• Event Based Systems (Tally)
• Time Based Estimates
• Interval recording
• Partial
• Whole
• Momentary Time Sampling
• Time Based: Duration/Latency
 Systems for Measurement
What is it?
Written description of virtually everything
Anecdotal Reports
that is going on within a setting for a
Permanent Product particular learner.
Event Based Systems (Tally)
When would we use it?
Time Based Estimates To measure topography, locus, and
Interval recording force(?)
Generating operational definitions.
Partial
Developing a task analysis (“how to”
Whole steps)
Momentary Time Sampling Writing A-B-C notes to identify possible
function and behavior chains at play for a
Time Based: Duration/Latency particular student.
 Anecdotal Reports: ABC Charts

Create Codes

Collect Data

For more examples see:

https://intensiveinterventio
n.org/sites/default/files/HO
Summarize -3c-ABC-Report-
Form_508.pdf
 Systems for Measurement
What is it?
Anecdotal Reports Permanent and tangible effects or
Permanent Product outcomes of a behavior.

Event Based Systems (Tally) When would we use it?

Time Based Estimates Frequency/Rate— math problems
Interval recording correct per minute?
Partial Locus—where did the fight occur?
Whole Topography—letter formation
Momentary Time Sampling
Force—amount of property
Time Based: Duration/Latency destruction
 Systems for Measurement
Anecdotal Reports What is it?
Tally of the number of times a student
Permanent Product engages in a behavior in an observation
Event Based Systems (Tally) period.

Time Based Estimates When would we use it?

Interval recording To measure frequency of low-frequency,
Partial discrete behaviors (e.g., # of curse
words).
Whole
Momentary Time Sampling Convert to rate by dividing # by units of
time in observation period.
Time Based: Duration/Latency
Example of frequency recording tool

Student: Jack Observer: Mr. Brown

Behavior: Inappropriate talk-outs (no hand raise)

Time Notation of
Total occurrences
Start Stop occurrences

2/15/2010 9:00 10:00  6

2/16/2010 2:00 3:00  3

 Systems for Measurement
What are they?
Ways to estimate the number of times a
Anecdotal Reports
behavior occurs.
Permanent Product
When would we use them?
Event Based Systems (Tally)
Used for higher frequency discrete
Time Based Estimates behaviors or behaviors of longer
Interval recording duration.
Partial Interval recording yields a slightly more
Whole accurate estimate.
Momentary Time Sampling Time sampling is more practical if you
are doing two things at once (i.e.,
Time Based: Duration/Latency teaching and recording data).
 Systems for Measurement
Whole Interval Recording: 40%
Anecdotal Reports
Record only if the behavior occurred
Permanent Product throughout the entire interval (e.g., off-task).

Event Based Systems (Tally) Partial Interval Recording: 90%

Record if the behavior occurred at any point
Time Based Estimates
in the interval (e.g., talking to peer).
Interval Recording
Partial Momentary Time Sampling 60%
Whole Record whether or not a behavior occurs at
the end of an interval.
Momentary Time Sampling
Pretend you’re using 30 And this is when the How would
Time Based:
secondDuration/Latency
intervals actual behavior occurs you record
30 sec 30 sec 60 sec 60 sec 5 5
 Activity 6.4: Workbook Quiz
Selecting an interval recording system

If… Then choose… Which will yield…

Continuous desired behavior, Whole-interval Percentage of intervals

such as on-task behavior recording with target behavior

The behavior occurs at a very

high frequency and very rapidly Partial-interval Percentage of intervals
(e.g., talking, head-banging, recording with target behavior
hand-flapping)
It is difficult to continuously
Percentage of
monitor the student or the Momentary
observations with target
observer needs a low-effort time sampling
behavior
data collection method

Please Pause Video & Complete Activity 6.4

 Systems for Measurement
Anecdotal Reports How do we do it?
Permanent Product Either start a stop watch after the
Event Based Systems (Tally) instruction and stop it when the behavior
starts (latency).
Time Based Estimates
Interval recording Or, we would start the stop watch when
the behavior starts and stop it as soon as
Partial
it stops (duration).
Whole
Momentary Time Sampling
Time Based: Duration/Latency
Example of recording tool
Student: Jack Observer: Paul;

Behavior: Rocking in seat

Behavior
Date Behavior ends Total duration
begins
9:15 9:21 6 minutes

10:37 10:52 15 minutes

2/16/2010
1:18 1:28 10 minutes

1:40 1:43 3 minutes

Total for day 34minutes

Teacher Behavior Example:
Which Dimension? Rate
1. Frequency
How do we measure?
2. Rate Anecdotal Reports
3. Duration Permanent Product
Event Based Systems (Tally)
4. Latency
Time Based Estimates
5. Topography Interval Recording
Partial
6. Force
Whole
7. Locus Momentary Time Sampling
Time Based: Duration/Latency
Student Behavior Example: Estimate &
Duration
Duration &
Which Dimension? Rate
Rate
1. Frequency
How do we measure?
2. Rate Anecdotal Reports
3. Duration Permanent Product

4. Latency Event Based Systems (Tally)

Time Based Estimates
5. Topography Interval Recording
6. Force Partial
Whole
7. Locus Momentary Time Sampling
Time Based: Duration/Latency
 Activity 6.5: Stop & Jot:
Select an appropriate measurement system

• Return to the operational Anecdotal Reports

definition you refined in Permanent Product
Activity 6.3
Event Based Systems (Tally)

• Select the measurement Time Based Estimates

system that best measures Interval Recording
Partial
the dimension/s of interest
Whole
Momentary Time Sampling
• Develop your data
collection tool Time Based: Duration/Latency

Please Pause Video & Complete Activity 6.5

 Activity 6.5: Review

Remember to consider practicality vs.

precision. Anecdotal Reports
Permanent Product
Event Based Systems (Tally)
Time Based Estimates
Interval Recording
Partial
Whole
Momentary Time Sampling
Time Based: Duration/Latency
Defining, Measuring, and
Monitoring Behavior
Part 5
How do we summarize our data to guide
decision making?
Module Objectives
By the end of Module 6 you should be able to:
Part 1 • select an appropriate target behavior
Part 2 • write an operational definition for a target
behavior
Part 3 • identify relevant dimensions of behavior
Part 4 • choose a measurement system based on relevant
dimensions of behavior
Part 5 • use graphing conventions to create meaningful
visual displays of data
To graph or not to graph:
Purpose of Visual Displays
1. “provide…immediate 4. “visual analysis is a conservative
access to on-going method for determining the
visual record” significance of behavior change”

2. “explore interesting 5. “enable and encourage

variations in behavior independent judgments
as they occur” and interpretations”

3. Aid in interpretation 6. “effective sources of feedback

of data to the people whose behavior
they represent”
(Cooper, Heron & Heward, 2007, p. 128)
 Choose an Appropriate Graph
Percent of Intervals Kelly was Off-
task
100%

Use a line graph to

% of Intervals
90%
80%
70%

summarize and show

60%
50%
40%

trends across time.

30%
20%
10%
0%
1 2 3

Observation Day

90%
80%
70%
60%
50%
40%
Use bar or pie graphs to
30% summarize/comparing data in categories
20%
10% (e.g., antecedents vs consequences,
0%
Peer Teacher Escape Escape
different types of behaviors).
Attention Attention Attention Tasks
 Choose an Appropriate Summary
Score

Simonsen & Myers (2015, Figure 4.5)

Line Graphs
• Line graphs are great ways to represent data across time
• They allow you to detect patterns in your data
• Graphing Conventions
• Graphs have units of time going across horizontal X axis and a
units of behavior going up the vertical Y axis.
• Different data points (geometric shapes) and data paths (lines)
are used to represent different types of information.
• In line graphs, the use the following:
• Continuity Breaks are used if data collection is not continuous
(e.g., if student is sick for a week during observations).
• Phase lines are used to separate “phases on graph”
• Data may be taken before an intervention (baseline phase).
• Data may be taken during an intervention (intervention
phase)
Line Graph Example
Frequency of Physical Aggression
10
9
Dimension of Behavior

8
7
Frequency

Phase
6 Change Line
5
4
3
2
1
0
X-Axis
00 6 00 6 00 6 00 6 00 6 0 06 0 06 0 06 0 06 0 06 0 06 0 06
2 2 2 2 2 /2 /2 /2 /2 /2 /2 /2
/ 5/ / 6/ / 7/ / 8/ / 9/ 10 11 12 13 14 15 16
1 1 1 1 1 1/ 1/ 1/ 1/ 1/ 1/ 1/
Date
Time variable
Pie Graphs
Useful for representing percentages of things
(individuals, events, etc.) that fall into certain categories
Setting where Behavior Occurs
Small Group
Work, 15%

Transition, 10%

Large Group Independent

Work, 5% work, 70%
Bar Graphs

• They are also useful for representing percentages

of things (individuals, events, etc.) that fall into
certain categories

• And, they can be used to represent data across

time when data paths would be too confusing to
represent in a line graph
 Simple Bar Graph Examples
Antecedent Events
100%
100%
90%
80%
% of occurnaces

70%
60%
50%
40%
30%
20%
10% 0 0 0
0%
Independent Large group Transition Small Group Consequence Events
work work
100%
Antecedent Events 90%
% of occurences 80%
70% 66%
60%
50%
40% 33%
30%
20%
10% 0 0
0%
Obtained peer Obtained Obtained Escape work
attention adult tangible
attention
Consequence events
 Activity 6.6: Stop & Jot:
Create a visual summary

• Return to the measurement system you selected in

Activity 6.5

• Identify an appropriate type of graph and sketch a

graph of hypothetical data.

• Which graphing features should you include to

maximize the interpretation of your data?

Please Pause Video & Complete Activity 6.6

 Activity 6.6: Review
• Remember
Use a line graph to summarize and show trends across time.

Use bar or pie graphs to summarize/compare data in

categories (e.g., antecedents vs consequences, different
types of behaviors).
 Let’s consider an example to
bring this all together
• Kelly is a student who is often off-task. In addition,
she has gotten into trouble for talking out in class
and walking out of the room without permission.
• How would you know what to take data on?
• Which behaviors are highest priority?
• Which dimensions would you choose? Why?
• Who would take the data?
• How will it be collected?
Here is one possible approach
You could consider
• An estimate of how much time Kelly was off-task.
• The frequency of talk-outs and walk-outs.

• Her teacher will collect and summarize the data.

Kelly’s Measurement System
Date: __________ Time Started: ______

1 2 3 4 5 6 7 8 9 10

Off
Task Momentary Time Sampling
Tally of Talk-outs (T) and Walkouts (W)

T: Event- Based W: Event- Based

 Example:
Percent ofGraph
Intervals for
KellyKelly
was Off-task

100%
% of Intervals

90%
80%
70%
60%
50%
40%
30%
20% If you were currently implementing a plan to
10% improve Kelly’s off task behavior, would you
0% change the plan based on this data?
1 2 Why or Why not?3

Observation Day
Defining, Measuring, and
Monitoring Behavior
Closing
 Module Objectives
By the end of Module 6 you should
be able to:
• select an appropriate target behavior
• write an operational definition for a
target behavior
• identify relevant dimensions of behavior
• choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
What’s next
• Module 6 Quiz
• Classroom Application