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Start from the referral question and pick the method whose number answers it. Each observation uses one method; for two kinds of data, record two observations. Results explained explains every number.

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Frequency, duration, or interval recording

Use Frequency when each occurrence has a clear start and end and is short, such as call-outs or hand raises. Use Duration when an episode’s length is what matters, such as time out of seat or a tantrum. Interval recording estimates instead of counting, for behavior that is frequent, hard to count, or ongoing. Choose the rule:
  • Partial Interval scores an interval if the behavior happened at any point in it. It tends to overstate behavior, so it suits behavior you want to see decrease.
  • Whole Interval scores an interval only if the behavior lasted throughout it. It tends to understate behavior, so it suits behavior you want to see increase, such as staying on task.
  • Momentary Time Sampling scores only the moment each interval ends. It suits long observations and ongoing behavior.
An interval percentage is a share of intervals, not of time. Name the rule and interval length when you report it.

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Latency

Use Latency when the concern is how long the student takes to start after a direction or other cue. It times one behavior.

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ABC and anecdotal recording

Use ABC for a functional behavior assessment, to see what tends to come before and after a behavior. Its counts cover the events you recorded, not every occurrence. Use Anecdotal for a timed written account when you don’t yet know what to measure, or when the sequence of events matters more than a number.

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Good to know

Peer comparison is available for Frequency and the interval methods. Track activities during an observation works with every method. Next: Set up an observation.