Data Collection
& Analysis
Presented by
David Martin,
Behavior Consultant,
CMCSS
Schedule
 8:00
– 9:30
 9:30 – 9:50
 9:50 – 11:30
 11:30 – 12:45
 12:30 – 1:30
 1:30 – 1:45
 1:45 – 3:00
Work
Break
Work
Lunch
Work
Break
Work
Materials
 Thank
you to the author of, Behavioral
Assessment and Program Evaluation,
2007
 Dr. Jose Martinez-Diaz
The majority of material in the presentation
was taken from his book.
 Dr. Patti Wilson
Some of the data collection forms came
from her collection.
Goals of the In-Service






Review Target Behaviors
Review Response Classes
Discuss Fundamental Properties and
Dimensional Quantities of behavior
Data Collection and Display
Discuss Data and Response Measures
Continuous and Discontinuous
Measures
Selecting and Using Response Measures
Activity - Pretest

Which are examples of target behaviors?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Aggression
Biting others
Spitting on others
Non-Compliance
Following teacher directions
Low Self-Esteem
Social Skills
Thinking
Off-Task
On-Task
Showering
Place your
answers aside
and we’ll return
to them later.
Do We Have To? Really?





Goals are data-driven
Data tells us if what we are doing is working
Because everyone likes to see an effect –
especially students 
Data is the key to perfecting a plan
Data provides objectivity vs. subjectivity
Yes. We Have to.
BUT KEEP IT SIMPLE!
 Mechanisms
convenient
should be simple and
Rate
Use of a timer (latency, duration, etc.)
+ or –
point rankings (0, 1, or 2)
 Establish
a baseline
 Set a timeframe for the intervention(s)
and an attainable goal
 Revise goal/interventions as necessary
Identifying Target Behavior
A
target behavior is any defined,
observable, and measurable behavior
which is the focus of analysis and
intervention.
Identifying Target Behavior
 The
behavior of an organism is that
portion of the organism’s interaction with
the environment that is characterized by
detectable displacements in space
through time of some part of the organism
and that results in a measurable change
in at least one aspect of the environment.
Johnston & Pennypacker, 1980
Identifying Target Behavior
 Behavior
is the movement of an organism
or its parts in a frame of reference
provided by the organism or various
external objects or fields.
Skinner, 1938
Identifying Target Behavior
 The
interaction of the muscles and glands
of a live organism and the environment.
Martinez - Diaz
Identifying Target Behavior
 What
1.
2.
3.
4.
do they all have in common?
Observable
Measurable
Interaction with the environment
Change in the environment
Identifying Target Behavior

Examples of Non-Behavior
Anorexia
Depression
Positive Attitude
Repressed Feelings
Poor Impulse Control
Non-Compliance
Lazy
Defiant
Disrespectful
Identifying Target Behavior
 The
Dead Man’s Rule
If a dead man can do it, it is not
behavior!
Identifying Target Behavior
A
private event is something that we
cannot see or measure – it is not behavior.
Examples:
Thinking is a private event
Feeling is a private event
Some argue that reading is a private event
Activity - Pretest
 Which
1.
2.
3.
4.
5.
6.
7.
8.
9.
are examples of target behavior?
Aggression
Biting others
Spitting on others
Non-Compliance
Following teacher directions
Low Self-Esteem
Social Skills
Thinking
Showering
Behavior:
2
3
5
11
Activity
Get with five people close to you.
Go over each non-behavior on the pretest.
Identify why it is not considered behavior.
Change each non-behavior item into
observable, measureable language that could
be used to develop a target behavior.
Be ready to report out.
Things I Need to Do…
Reflect on a student you have had, or will have
that emitted behavioral problems. If you
identified a non-behavior as the problem, take a
minute to change that language into target
behavior language. Write the new language on
your Things I Need to Do List.
Options: You may want to consider a referral
you’ve written, a behavior plan, or even a note
or phone call to a parent.
Identifying Response
A
response is a SPECIFIC instance of
behavior
 However,
behavior is a collective term.
We don’t say:
“Three yelling behaviors” or
“Four Face slapping behaviors”
Identifying Response
 Response
Cycle
A response cycle refers to the beginning,
middle and end of a response.
Examples:
Holding one’s breath under water
Face-slapping behavior
Exiting a computer game
Getting paper out for a test
Identifying Response
 Topographical
Response Class
A topographical response class refers to the
physical nature of responses. That is: the
exact shape of the response, the
appearance of the response, the force of
the response, and the actual movements
involved.
Identifying Response

Topographical Response Class
So a topographical response class is a group of
two or more responses that share a common
form.
Examples:
Pointing
Hand to Face Movements
Hair Pulling
Identifying Response
 Functional
Response Class
A functional response class is a group of
two or more topographically different
responses that all have the same effect on
the environment, usually producing a
specific class of reinforcers.
Identifying Response

Functional Response Class
So a functional response class is a group of two
or more responses that serve the same purpose.
Examples:
Attention-Getting Behaviors
Food-Getting Behaviors
Task-Escape Behaviors
Activity
In the next three minutes, on a scrap piece
of paper, list as many task-escape
behaviors as you can. These should be
behaviors you have observed (or emitted).
Things I Need to Do…



You have just created a functional response class
for task-escape.
When you identify target behavior, you need to
do this for whatever the target behavior might be.
So, if a child wants attention, you identify all the
behaviors in an attention seeking functional
response class that this child emits.
On your list, write the name of a student for whom
an FBA/BIP is scheduled. Write the name of the
student and a reminder to identify the functional
response class (after function has been identified)
to be included in the FBA/BIP.
Fundamental Properties of Behavior
A property is a fundamental quality of a
phenomenon
Dimensional Quantities of Behavior
A dimensional quantity is a quantifiable
aspect of a property.
Fundamental Properties of Behavior
A response occurs in time. More precisely, a
response occurs at a certain point in time in
relation to a preceding environmental event.
So temporal locus (the point where a
response is situated in time) is a fundamental
property.
Dimensional Quantities of Behavior
The accompanying dimensional quantity of
temporal locus is latency, which is the
amount of time between a stimulus (asking
someone to do something) and the
response (starting to do it).
We measure latency.
Fundamental Properties of Behavior
A second fundamental property of a single
response is derived from the fact that a
response also occupies time, thus the
property of temporal extent (how much time
the response takes).
Dimensional Quantities of Behavior
The accompanying dimensional quantity of
temporal locus is duration, or the amount of
time from the beginning to the end of a
response cycle.
We measure duration.
Fundamental Properties of Behavior
A third fundamental property of a single
response is repeatability through time. It
refers to the fact that a response can
reoccur.
Dimensional Quantities of Behavior
Countability is the dimensional quantity
associated with repeatability, which is
measured as the number of responses, or
number of cycles of the response.
We measure frequency.
Fundamental Properties of Behavior
The fundamental property of a response
class is the combination of repeatability and
temporal locus.
From this combination, we get more
dimensional quantities.
Dimensional Quantities of Behavior
Inter-response time (IRT) refers to the time
between two successive responses; usually
the time elapsed between the end of one
response cycle and beginning of the next
response cycle.
We measure IRT.
Dimensional Quantities of Behavior
Rate of responding is the ratio of the
number of responses over some period of
time.
Many of us confuse rate and frequency.
They are NOT the same thing.
We measure rate.
Dimensional Quantities of Behavior
Rate is the fundamental datum in the study
of behavior.
Its unit of measurement is cycles per unit of
time.
So…three cyclers in one hour is: 1 per 20
minutes.
ACTIVE STUDENT RESPONDING
Active Student Responding is a researchbased strategy to keep students engaged
in the lesson.
Enjoy the Activity! 
ACTIVE STUDENT RESPONDING
A
single response can reoccur, thus the
fundamental property of:
1.
2.
3.
Repeatability
Temporal Extent
Temporal Locus
ACTIVE STUDENT RESPONDING
A
single response can reoccur, thus the
fundamental property of:
1.
2.
3.
Repeatability
Temporal Extent
Temporal Locus
ACTIVE STUDENT RESPONDING
A
single response occurs at a point in
time, thus the fundamental property of:
1.
2.
3.
Repeatability
Temporal Extent
Temporal Locus
ACTIVE STUDENT RESPONDING
A
single response occurs at a point in
time, thus the fundamental property of:
1.
2.
3.
Repeatability
Temporal Extent
Temporal Locus
ACTIVE STUDENT RESPONDING
 Which
dimensional quantity is associated
with temporal extent?
1.
2.
3.
4.
Countability
Duration
Latency
Intensity
ACTIVE STUDENT RESPONDING
 Which
dimensional quantity is associated
with temporal extent?
1.
2.
3.
4.
Countability
Duration
Latency
Intensity
ACTIVE STUDENT RESPONDING
 Which
dimensional quantity is associated
with repeatability?
1.
2.
3.
4.
Countability
Duration
Latency
Intensity
ACTIVE STUDENT RESPONDING
 Which
dimensional quantity is associated
with repeatability?
1.
2.
3.
4.
Countability
Duration
Latency
Intensity
ACTIVE STUDENT RESPONDING
 Which
dimensional quantity is associated
with temporal locus?
1.
2.
3.
4.
Countability
Duration
Latency
Intensity
ACTIVE STUDENT RESPONDING
 Which
dimensional quantity is associated
with temporal locus?
1.
2.
3.
4.
Countability
Duration
Latency
Intensity
ACTIVE STUDENT RESPONDING
 IRT
and Rate share which fundamental
properties?
1.
2.
3.
Repeatability and Temporal Extent
Repeatability and Temporal Locus
Temporal Extent and Temporal Locus
ACTIVE STUDENT RESPONDING
 IRT
and Rate share which fundamental
properties?
1.
2.
3.
Repeatability and Temporal Extent
Repeatability and Temporal Locus
Temporal Extent and Temporal Locus
ACTIVE STUDENT RESPONDING
A
student is given a worksheet with 100
math problems. He begins working on the
first problem 10 seconds after he is given
the worksheet.
1. Latency
2. Duration
3. Frequency (countability)
4. IRT
5. Rate
ACTIVE STUDENT RESPONDING
A
student is given a worksheet with 100
math problems. He begins working on the
first problem 10 seconds after he is given
the worksheet.
1. Latency
2. Duration
3. Frequency (countability)
4. IRT
5. Rate
ACTIVE STUDENT RESPONDING
 The
student spends 1 minute and 20
seconds working on the first problem
before he completes it.
1.
2.
3.
4.
5.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING
 The
student spends 1 minute and 20
seconds working on the first problem
before he completes it.
1.
2.
3.
4.
5.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING

1.
2.
3.
4.
5.
After completing the first math problem, the
student waits 5 seconds before he begins
working on the second math problem.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING

1.
2.
3.
4.
5.
After completing the first math problem, the
student waits 5 seconds before he begins
working on the second math problem.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING
 The
student completes 30 math problems
correctly.
1.
2.
3.
4.
5.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING
 The
student completes 30 math problems
correctly.
1.
2.
3.
4.
5.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING
 The
teacher gave the student 1 hour to
complete math problems. The student
completed 30 problems in 1 hour.
1.
2.
3.
4.
5.
Latency
Duration
Frequency (countability)
IRT
Rate
ACTIVE STUDENT RESPONDING
 The
teacher gave the student 1 hour to
complete math problems. The student
completed 30 problems in 1 hour.
1.
2.
3.
4.
5.
Latency
Duration
Frequency (countability)
IRT
Rate
Data Collection and Display
 There
is more to data collection and
display than lines and graphs.
 Data
may be embedded in text.
Example: Jim displayed an average of 6
acts of property destruction per 7-hour
school day during the 10 day baseline
period. The range was between 1and 18
per day.
Data Collection and Display
 There
is more to data collection and
display than lines and graphs.
Data may be displayed in a summary table
as is the attendance data below.
Day
Absent
Present
M
T
W
Th
F
X
X
X
X
Tardy
Excuse
d
X
Data Collection and Display
 In
behavior analysis, bar graphs and line
graphs are by far the most common.
We’ll focus on those.
Data Collection and Display
 Bar
Graphs, or Histograms, are used for:
Summarizing and comparing different
groups
Summarizing and comparing different
conditions
Summarizing and comparing sets of data
Data Collection and Display
 Bar
Graphs, or Histograms
Bar graphs compare sets of data which are
not related to one another by a common
underlying dimension (by which the
horizontal axis can be scaled).
6
4
2010
2
2011
0
2012
Math
Reading
Writing
Science
Data Collection and Display
 Equal
Interval, or Line Graphs, are used
for:
Tracking student progress
Evaluating intervention effectiveness
Used to determine function of behavior
Series 3
6
4
2
0
8:00
9:00
10:00
11:00
Data Collection and Display
 Equal
Interval, or Line Graphs
The absolute minimum number of data
points to be used for analysis is three. Seven
is a better number.
Series 2
5
4
3
2
1
0
8:00
9:00
10:00
11:00
12:00
1:00
Data Collection and Display
 Line
Graphs
Some notes:
When you are looking for significant
change on a line graph, the rule of thumb is
this –
Doubling or halving the rate is
significant.
Smaller changes may be important,
but not significant.
Data Collection and Display

Line Graphs
Some notes:
When using visual analysis (looking at the data
represented on a graph) the key points to look
at are:
 Number of data points
 Trend
 Variability
Data Collection and Display
 Line
Graphs – Trend
Trend refers to the overall direction taken by
the data path. Trends are described in
terms of their direction (increasing,
decreasing or zero trend “level”).
Data Collection and Display
 Line
Graphs– Increasing Trend
7
6
5
4
3
2
1
0
8:00
9:00
10:00
11:00
Data Collection and Display
 Line
Graphs– Decreasing Trend
7
6
5
4
3
2
1
0
8:00
9:00
10:00
1:00
Data Collection and Display
 Line
Line
Graphs– Decreasing Trend w/ Trend
7
6
5
4
3
2
1
0
8:00
9:00
10:00
1:00
Data Collection and Display
 Line
Graphs– Variability
Variability is another way of identifying the
stability of the data. Generally, the more
stable, the more you can trust the data.
The more variable, the more time needed
to get more stability in the data.
Data Collection and Display
 Line
7
Graphs– High Variability
6
5
4
3
2
1
0
8:00
9:00
10:00
1:00
12:00
1:00
Data Collection and Display
 Line
Graphs– Low Variability
6
4
2
0
8:00
9:00
10:00
11:00
1:00
1:00
Data Collection and Display
 Scatter
Plot
The use of scatter plots is still rare (we tend
to use line graphs). However, scatter plots
are VERY helpful as we try to identify the
time target behaviors are emitted, with an
easy to see visual display of the patterns of
responding.
Data Collection and Display
 Scatter
Plot
M
8
9
10
11
12
1
2
T
W
Th
F
Data Collection and Display
 Scatter
M
8
9
10
eat
12
1
2
T
Plot
W
Th
F
If the behavior is
attention seeking
(functional response
class includes: calling
out, getting out of
seat, approaching
teacher, crying,
repeated questioning
– What COULD we
conclude about the
behavior?
Choose a Data Collection Method
 Continuous
(direct
observation)
 The show me method
 Event
Recording
 Frequency/Rate
 Latency
 Duration
 Discontinuous
(indirect
observation)
 The tell me method






Percent
occurrence/correct
Discrete Categorization
Partial Interval
Recording
Whole Interval
Recording
Momentary Time
Sampling
PLACHECK
Examples of Continuous Measures
 Counting
how many times someone bites
another person
 Timing how long someone sucks one’s
own thumb
 Timing how long it takes Josh to turn off
the TV after he is asked to do so
Event Recording
 Record
time observation began
 Count the responses
 Record time observation ended
 Divide: Count/Time Unit
 Report as rate per (insert time unit)
TARGET
BEHAVIOR
EVENT
RECORDING
RATE PER MINUTE
Questions
xxxxxxxxxx
2 per minute
Self-Disclosures
xxxxxxxx
1.6 per minute
Positive
Comments
xxxx
1.25 per minute
Duration

Duration per occurrence
Record each event in time and reset the clock
Date: ____ Time: ____ To: ____ Setting: _________
Episode # Elapsed Time Per Episode
________ ________________________________
________ ________________________________
________ ________________________________
________ ________________________________

Duration
 Total
Duration
 Record the length of each occurrence
and add all together
Date: ____ Time: ____ To: ____ Setting:
_______
Total Duration Per Session: ______________
Advantages and Disadvantages
 Advantages
Continuous
Measures

of
They are accurate
 Disadvantages
Continuous
Measures



of
They require one
person to watch
continuously over a set
period of time
They are hard for one
person to use and
teach at the same time
They generally require
longer periods of time
to collect data
Percent Occurrence/Correct
 Percent
Occurrence
Date: ____ Time: ____ Setting:___________
Opportunity #1: X Opportunity #2: ____
Opportunity #3: ____ Opportunity #4: X
Percent Occurrence: 50%
Percent Occurrence/Correct
 Percent
Correct
Date: ____ Time: ____ Setting: ____________
Trial 1: C or I
Trial 3: C or I
+
+
Trial 2: C or I
Trial 4: C or I
Percent Correct: 75%
_
+
A Note about Percentages
The Dimensional Quantities of behavior
include:
- Duration
- Latency
- Countability/Frequency
- Inter Response Time (time over
cycles)
- Rate (responses over time)
- Celeration
1.
Things I Need to Do…
Reflect on a student you have had, or will have
that emitted behavioral problems. Consider
what you want to do to help with this behavior
(increase a replacement behavior and/or
decrease a target behavior).
Write down the data collection that might help
you accomplish these each of these goals.
A Note about Percentages
2.
Percentages DON’T access the
Dimensional Quantities of behavior.
We lose:
- Number Correct
- Number Incorrect
- Number of Opportunities
- Measure of Time
A Note about Percentages
3.
However, people are familiar with this
data display and “think” they
understand what it means.
Discrete Categorization
 Codes:
I – Independent; VP = Verbal
Prompt; GP = Gestural Prompt; PP =
Physical Prompt; MG = Manual Guidance
 Take the percent of opportunity to work
each task, at each code level, and report
as percent
Goes to Sink
I
Rubs Hands
w/soap
GP
Turns on
faucet
I
Sets soap down
MP Grabs towel
I
Wets hands
I
Rinses hands
VP
Dries hands
VP
Hangs Towel
VP
Picks up soap
GP
Turns faucet off
MG
Walks to towel
I
Partial Interval Recording
 Used
to DECREASE behavior
 Record in time intervals of 10 to 20
seconds
 A response is recorded one time only if a
BX occurs at any time during the interval
1
2
x
 Report
3
4
5
x
x
6
7
8
9
x
as a percent intervals 50%
10
x
Whole Interval Recording
 Used
to INCREASE Behavior
 Record in time intervals of 10 to 20
seconds
 A response is recorded one time only if a
BX occurs during the ENTIRE interval
1
2
3
4
5
6
7
8
9
10
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
 Report
x
as a percent intervals 50%
Momentary Time Sampling
 Record
as occurring only if it occurs at the
POINT in time in which an interval ends.
 It is recorded as a non-occurrence if it is
not occurring at that precise moment in
time.
 Set a timer for ten minutes. When it
beeps, look up and record + (is occurring)
or – (isn’t occurring.
 Report in percent time samples
PLACHCECK





A group of students is observed at the end of
a timed interval.
Set the timer for thirty minutes.
Look up when it beeps and count the number
of individuals engaged in the behavior.
Compare with the total number of students
Report as Percent of Students Engaging in BX.
Advantages and Disadvantages
Advantages
of
Discontinuous
Measures




They are easy to
reproduce
They are easy to chart
Most people
understand
percentages
A teacher can collect
the data without an
additional body
 Disadvantages
Discontinuous
Measures

of
They are less accurate
ACTIVE STUDENT RESPONDING
Active Student Responding is a researchbased strategy to keep students engaged
in the lesson.
Enjoy the Activity! 
ACTIVE STUDENT RESPONDING
 If
I record the number of reports you
submit each week, I am measuring:
1.
2.
3.
4.
5.
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING
 If
I record the number of reports you
submit each week, I am measuring:
1.
2.
3.
4.
5.
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING
 If
I record the amount of time I spend on
the treadmill each day, I am measuring:
1.
2.
3.
4.
5.
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING
 If
I record the amount of time I spend on
the treadmill each day, I am measuring:
1.
2.
3.
4.
5.
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING

1.
2.
3.
4.
5.
I am taking data on a student with severe SIB
behavior (eye-gouging). Due to the intensity
of the behavior, I measure the time to the first
response, and end my session.
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING

1.
2.
3.
4.
5.
I am taking data on a student with severe SIB
behavior (eye-gouging). Due to the intensity
of the behavior, I measure the time to the first
response, and end my session.
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING

1.
2.
3.
4.
5.
To determine how often to provide
reinforcement in a differential reinforcement
schedule, I need to know the average time
between responses. I need to measure:
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING

1.
2.
3.
4.
5.
To determine how often to provide
reinforcement in a differential reinforcement
schedule, I need to know the average time
between responses. I need to measure:
Duration
Latency
Frequency
Rate
IRT
ACTIVE STUDENT RESPONDING
 Recording
whether a response occurs at
all during a period of observation is an
example of:
1.
2.
3.
4.
Event Recording
Duration Recording
Whole Interval Recording
Partial Interval Recording
ACTIVE STUDENT RESPONDING
 Recording
whether a response occurs at
all during a period of observation is an
example of:
1.
2.
3.
4.
Event Recording
Duration Recording
Whole Interval Recording
Partial Interval Recording
ACTIVE STUDENT RESPONDING
 Dividing
an observation period into
segments and recording whether a
response occurs for an entire segment is
an example of:
1.
2.
3.
4.
Event Recording
Duration Recording
Whole Interval Recording
Partial Interval Recording
ACTIVE STUDENT RESPONDING
 Dividing
an observation period into
segments and recording whether a
response occurs for an entire segment is
an example of:
1.
2.
3.
4.
Event Recording
Duration Recording
Whole Interval Recording
Partial Interval Recording
Differential Reinforcement
 Typically
when we use Differential
Reinforcement Schedules, we take an
average and set a goal for increasing, or
decreasing the behavior just above or
below the average and then adjust the
target as mastery is met.
Activity
After considering how to use Differential
Reinforcements, determine what you need to know
(what data system to use) before delivering
reinforcement.
a.
b.
c.
d.
e.
f.
g.
A student won’t stay in his seat
A student won’t take out materials to begin working
A student cries when given a task demand
A student won’t stop using the computer when his
time is up
A student only works on a task for a few minutes
prior to stopping
A student won’t get in line when it’s time to leave
the classroom.
A student isn’t toilet trained
Questions
Contact information for David Martin:
david.martin@cmcss.net
Don’t use my office phone at Burt to leave
a message. I can go for days and not be in
the office. I RARELY miss checking my
email.