“FLITAD” – Dimensions of concern.
FLITAD is used to describe how/what is
being seen by an observer when observing
a behavior of concern. Each area is
designed to aide in behavioral descriptions
and analysis of need areas. FLITAD
(Frequency, Latency, Intensity,
Topography, Accuracy, and Duration) is a
useful acronym for remembering the
possible dimensions of a problem.
Dimensions commonly used are:
Frequency: the number of times a behavior
occurs; the behavior has definite beginning
and ending points and can be tracked using
tallies or counts. Often listed as correct words
per minute (WPM), correct digits per minute
(CDPM), correct responses or behaviorally
when looking at how frequent something is
happening (ie: head banging, tapping, or off
task behaviors)
*always under specific time frames/limits
Latency: the elapsed time from the
presentation of a stimulus and the
response/problem; the amount of time that
elapses from the end of one event and the
beginning of the following event.
Examples may include: following
directions, how long it takes a student to
initiate the requested behavior (ie: start a
task, pick up the spoon, answering a
question.)
Intensity: the strength or force with which a
problem is expressed; the magnitude of the
behavior; often measured through rubrics, a
goal attainment scale, and other observer
based ratings. Examples may include: the
level of the outburst on a rubric (scale of 1-3)
or the level of voice control (scale of loud to
soft)
Topography: the configuration, form, or
shape of a response or problem. How the
student looks or acts during the observed
behavior. Examples may include:
students with sensory issues (the actions
or behaviors related to how they look
when presented with an item – ie: loud
noise acting out vs. behaviors of coping
with the noise), correct pencil grip,
walking on toes in hallway, behavioral
ticks, twitches etc…
“FLITAD”
Accuracy: the extent to which the problem meets
standards/expectations or is correct; the proportion of
correct responses to opportunities to respond. Often used
with comprehension questions, spelling, letter formation,
and master level tasks (ie: folding laundry, taking coat off
and putting it away, hallway behaviors, bathroom routines
etc…)
*Typically not under specific time frames or limits.
Duration: the length of time that passes
from the time the problem starts to the time
the problem stops. Often used when looking
at the time it takes or passes for a behavior to
cease. Examples may include: tantrums,
remaining on task, destruction of materials or
property, engaging in peer interaction for
social skills.