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 Description Benefits Challenges Method Graph Examples

Event Number of Useful for behaviors Difficult to use with Count frequency Graph the Ethan got out of his seat
times a that are brief & fast paced behaviors using a variety frequency 5 times in 30 minutes.
behavior occurs discrete (have clear without clear of methods (e.g., count for each
(i.e., beginning & end). beginning or end (tally on paper; observation. Lauren completed 6 out
frequency). (e.g., pencil clicker; transfer of 10 math problems.
Easy and accurate. tapping) paper clips; drop If the time
or behaviors that objects in a jar). period is Sam made 6 social
Useful for social or last for long time inconsistent, initiations during lunch.
academic behaviors (e.g., tantrums). Best to note time calculate &
you want to increase period you are graph rate. Kim completed 9 of the
or decrease. If multiple people collecting data 10 steps for washing
are recording, make (e.g., 10:00 – hands.
sure using same 10:30).
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 Description Benefits Challenges Method Graph Examples
Rate Frequency of Can be used to Be sure to record Count frequency Graph the rate Luke got out of his chair
behavior calculate frequency the start and stop and note length calculation. 0.4 times per minute.
expressed in a when observation time of the of observation
ratio. sessions are observation. interval; divide Alex put her hand in her
inconsistent in length. by the number of mouth .55 times per
minutes (or minute during time.
hours if longer).

Interval Approx. Useful for teachers to Can only draw Intervals usually Graph the Sasha was out of her
number of record continuous & limited conclusions 5, 10, or 15 sec number of seat for 6 out of 10
times a high frequency because not actual long for 10 min intervals or intervals.
behavior behaviors. count of behavior. to 1 hr percentage of
occurs. observation; intervals. Tim was out of his seat
record if 60% of the intervals
behavior occurs observed.
at all during
interval (i.e.,
partial interval)
or for the entire
interval (i.e..
whole interval).

Time Approx number Can observe over Can only make Intervals usually Number or (Same as partial interval
Sampling of times a longer periods of limited conclusions in minutes; percentage of above).
behavior time. about frequency of record if intervals.
occurs. Useful for frequent or behavior. behavior occurs
long duration at end of
behaviors. interval.
Easier to use while
teaching; can monitor
more than one
student.
Method Description Benefits Challenges Method Graph Examples
Duration Length of time Exact measurement of Hard to do when Measure length Total minutes Juron averaged 9
student a behavior. involved in of time behavior or seconds; minutes of toileting.
performs a instruction. occurs; If the percentage of
behavior. Useful for low behavior occurs the period Ryan was on-task for a
frequency behaviors Must have clear regularly, record student total of 4 minutes during
that last for at least definition of length of time engaged in the center time.
several minutes. behavior. for each behavior; or
occurrence & average.
Must have clear calculate the
definition of behavior daily or weekly
with clear beginning average.
& ending. Or, measure total
duration –
behavior does
not need to be
continuous.

Can use clock;

count up timer;
stop watch.

Latency How long it Exact measurement of Hard to do when Note time the Minutes or It took Luke 3.4 minutes
takes a student a behavior. involved in cue (e.g., seconds that to begin his bell ringer
to start a instruction. prompt, request, elapsed activity.
behavior/task Useful for low stimulus) is between
once requested. frequency behaviors. Must have clear given and time teacher
definition of student started cue/request
behavior. the behavior. and student
starting 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.