Methods of Data Collection
Choosing a data collection method: Determine the type of the behavior you are observing, the kind of behavior change you are expecting, as
well as convenience in your classroom (Alberto and Troutman, 2009).
Method
Event
Description
Number of
times a
behavior occurs
(i.e.,
frequency).
Benefits
Useful for behaviors
that are brief &
discrete (have clear
beginning & end).
Easy and accurate.
Useful for social or
academic behaviors
you want to increase
or decrease.
Challenges
Difficult to use with
fast paced behaviors
without clear
beginning or end
(e.g., pencil
tapping)
or behaviors that
last for long time
(e.g., tantrums).
If multiple people
are recording, make
sure using same
definition of
behavior. (This is
important for all
methods of data
collection.)
Observation periods
must be equivalent
in terms of length of
time (if not, use
rate).
Method
Count frequency
using a variety
of methods (e.g.,
(tally on paper;
clicker; transfer
paper clips; drop
objects in a jar).
Graph
Graph the
frequency
count for each
observation.
If the time
period is
inconsistent,
Best to note time calculate &
period you are
graph rate.
collecting data
(e.g., 10:00 –
10:30).
Examples
Ethan got out of his seat
5 times in 30 minutes.
Lauren completed 6 out
of 10 math problems.
Sam made 6 social
initiations during lunch.
Kim completed 9 of the
10 steps for washing
hands.
Method
Rate
Interval
Time
Sampling
Description
Frequency of
behavior
expressed in a
ratio.
Benefits
Can be used to
calculate frequency
when observation
sessions are
inconsistent in length.
Challenges
Be sure to record
the start and stop
time of the
observation.
Method
Graph
Count frequency Graph the rate
and note length
calculation.
of observation
interval; divide
by the number of
minutes (or
hours if longer).
Examples
Luke got out of his chair
0.4 times per minute.
Approx.
number of
times a
behavior
occurs.
Useful for teachers to
record continuous &
high frequency
behaviors.
Can only draw
limited conclusions
because not actual
count of behavior.
Intervals usually
5, 10, or 15 sec
long for 10 min
to 1 hr
observation;
record if
behavior occurs
at all during
interval (i.e.,
partial interval)
or for the entire
interval (i.e..
whole interval).
Graph the
number of
intervals or
percentage of
intervals.
Sasha was out of her
seat for 6 out of 10
intervals.
Approx number
of times a
behavior
occurs.
Can observe over
longer periods of
time.
Useful for frequent or
long duration
behaviors.
Easier to use while
teaching; can monitor
more than one
student.
Intervals usually
in minutes;
record if
behavior occurs
at end of
interval.
Number or
percentage of
intervals.
(Same as partial interval
above).
Can only make
limited conclusions
about frequency of
behavior.
Alex put her hand in her
mouth .55 times per
minute during time.
Tim was out of his seat
60% of the intervals
observed.
Method
Duration
Description
Length of time
student
performs a
behavior.
Benefits
Exact measurement of
a behavior.
Useful for low
frequency behaviors
that last for at least
several minutes.
Challenges
Hard to do when
involved in
instruction.
Must have clear
definition of
behavior.
Must have clear
definition of behavior
with clear beginning
& ending.
Method
Measure length
of time behavior
occurs; If the
behavior occurs
regularly, record
length of time
for each
occurrence &
calculate the
daily or weekly
average.
Or, measure
total duration –
behavior does
not need to be
continuous.
Graph
Total minutes
or seconds;
percentage of
the period
student
engaged in the
behavior; or
average.
Examples
Juron averaged 9
minutes of toileting.
Minutes or
seconds that
elapsed
between
teacher
cue/request
and student
starting the
behavior.
It took Luke 3.4 minutes
to begin his bell ringer
activity.
Ryan was on-task for a
total of 4 minutes during
center time.
Can use clock;
count up timer;
stop watch.
Latency
How long it
takes a student
to start a
behavior/task
once requested.
Exact measurement of
a behavior.
Useful for low
frequency behaviors.
Hard to do when
involved in
instruction.
Must have clear
definition of
behavior.
Note time the
cue (e.g.,
prompt, request,
stimulus) is
given and time
student started
the behavior.
Information in this table taken from Alberto and Troutman (2009); Kerr & Nelson (2006)
Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill.
Kerr, M. M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.). Boston, MA: Pearson.