Collecting Data Through Observation

Data collection is considered by many teachers to be a necessary evil. Some pretend to vomit when they hear the word "data." Few educators say, "I love data!"

Teachers collect every day and through a variety of methods. Scores and percentages on papers and assignments including all the gradebook notations are data. Attendance and lunch count are data! Recording a student's progress over time such as tracking the number of words read or the number of math facts recalled in a minute are types of data. Automaticity data (reading words and math facts per minute) are important indicators of growth and predictors of future success in the subject. 

Behavior data are also collected in a variety of ways. These data are as important to a student's "story" as their grades. Below is a summary of the most typical types of observational data collected on behavior.

Frequency Recording is a type of counting in which the teacher uses a tally sheet, clicker, paper clips (move from one pocket to the other as you count). A behavior is counted each time it occurs. 

Examples: Blurting out, name calling, dropping items, getting up to go sharpen a pencil. 

Event Recording is a type of frequency counting. In the case of event recording, record the start time, mark every occurrence of the behavior, then record the time the behavior ends. 

Examples: Out of seat, talking to a neighbor or another student.

Duration Recording requires the use of a stopwatch. Start it when the behavior begins, stop it when the behavior ends. 

Examples: Out of the classroom, out of seat 

Latency Recording - requires the use of a stopwatch. Start the time when instruction or request (antecedent) is given, stop it when the student performs the expected behavior. 

Examples: A student is reluctant to get started on a given assignment or refuses to comply with a directive. 

 

Interval Recording, Momentary Time Sampling - requires the use of a stopwatch. Begin by defining a period for collecting data – say every 5 minutes. Set the timer and at the end of each 5 minutes look up and record whether the behavior is occurring or not. When observing multiple behaviors, make a notation for the behavior observed at the exact time the student is observed (T for talking for example, S for seated, OS for out of seat, etc.). 

Example: Noncompliance (like latency recording, but doesn’t require observing the student continuously until they comply) 

Interval Recording, Whole: Like time sampling - requires the use a stopwatch. Decide on a time interval (say 10 minutes); decide how long during the interval the observer will look at the student and record their behavior. For example, the observer may watch the student for 10 seconds every 10 minutes. Record whether the behavior occurred for the whole interval. Mark the behavior as yes or no. 

Examples: Daydreaming, Talking, Out of Seat, Self-Stimulation 

Interval Recording, Partial is like Whole Interval recording, but in the case of Partial Interval, the observer will watch the student for the entire 10 seconds and record whether the behavior occurred at least once during the interval. Record yes or no. 

Examples: Talking out, Use of profanity, Out of Seat, Self-Stimulation 

Anecdotal - A-B-C (Antecedent, Behavior, Consequence) is a written record of what happens immediately preceding a behavior, describe the behavior, and record what happens immediately afterward. Examples: Tantrums, aggression (physical or verbal), running away 

Anecdotal Recording consists of the notes taken following a behavior event. The observer will clearly describe the observed behavior and may mention its topography (what the behavior looks like) and magnitude (force or intensity). 

Examples: most any behavior event may be described anecdotally. 

In summary, data from your behavior observations will help the teacher to create effective behavior plans and define and measure success. They key to accuracy with behavior observation is clearly defined behaviors and well-trained raters. Though data collection may seem daunting, it is worth the effort and will increase the observer's efficacy as a teacher.