You're preparing for an FBA and need to collect behavior data, but which method should you use? Should you count how often a behavior happens? Time how long it lasts? Or sample at intervals? The answer depends on the behavior you're tracking—and choosing wrong can waste weeks of data collection.
Understanding Behavior Data Collection Methods
Before diving into specific methods, let's understand why the choice matters. Research demonstrates that selecting the appropriate measurement system is critical for accurate behavior assessment—continuous recording methods offer more accurate measurement than discontinuous methods because they capture behavior in standard scientific units like responses per minute (Gardenier et al., 2004).
Each data collection method captures different dimensions of behavior:
Frequency
How many times does the behavior occur?
Duration
How long does each episode last?
Interval
What percentage of time does it occur?
Key Insight
The "best" method doesn't exist—only the right method for your specific behavior. A tantrum that happens twice but lasts 45 minutes each time tells a very different story than one that happens 20 times for 30 seconds each.
Frequency Behavior Tracking: When Counting Works Best
Frequency recording (also called event recording) involves counting each occurrence of a behavior during an observation period. Research confirms it is the most commonly used continuous measurement method—a review of 10 years of JABA publications found that 95% of articles reporting continuous recording used frequency measures (Mudford et al., 2009).
What Frequency Tracking Captures
Frequency behavior tracking answers the question: "How many times did this behavior happen?"
Frequency Tracking Is Ideal For:
- Discrete behaviors with clear start and end points (hitting, calling out, hand raising)
- Brief behaviors that occur in seconds (throwing objects, spitting, making noises)
- Consistent duration behaviors where each instance takes roughly the same time
- Low to moderate frequency behaviors that you can count accurately
Converting to Rate for Comparison
Raw frequency counts can be misleading when observation periods vary. Convert to rate (behavior per unit of time) for accurate comparison. Rate is considered the most sensitive measure of behavior change and is the preferred measure in behavioral research (Cooper et al., 2020):
Rate = Frequency ÷ Time
Example: 15 call-outs in 50 minutes = 0.3 per minute or 18 per hour
When NOT to Use Frequency Tracking
Frequency Tracking Is NOT Ideal For:
- Variable duration behaviors: A 2-minute tantrum and 45-minute tantrum both count as "1"
- High-frequency behaviors: 100+ occurrences per hour become impossible to count accurately
- Continuous behaviors: Thumb-sucking, humming, or rocking may not have clear instances
Classroom Example: Frequency Tracking
Behavior: Marcus calls out answers without raising hand
Data Collection:
- Monday math (45 min): 12 call-outs = 0.27/min
- Tuesday math (45 min): 8 call-outs = 0.18/min
- Wednesday math (30 min - assembly): 7 call-outs = 0.23/min
Insight: Rate comparison shows consistent pattern despite different observation lengths
Duration Recording: Measuring How Long Behaviors Last
Duration recording measures the total time a behavior occurs during an observation period. This method captures the dimension that frequency misses: persistence. Duration recording requires clearly defined onset and offset criteria for reliable measurement (LeBlanc et al., 2016).
What Duration Recording Captures
Duration recording answers: "How much total time was spent engaged in this behavior?"
Duration Recording Is Ideal For:
- Behaviors that vary in length: Tantrums, work refusal, crying episodes
- Continuous behaviors: On-task time, stereotypic movements, engagement
- When impact relates to time: A 30-minute meltdown disrupts more than a 2-minute one
- Measuring improvement in self-regulation: Duration often decreases before frequency
Types of Duration Measures
Total Duration
Sum of all behavior episodes
Example: Student was out of seat for a total of 23 minutes during the 60-minute class
Average Duration
Total duration ÷ number of episodes
Example: 4 out-of-seat episodes averaging 5.75 minutes each
Latency: A Special Duration Measure
Latency recording measures the time between a stimulus (instruction, request) and the behavior response. Research shows latency is particularly valuable for measuring compliance initiation and can reveal processing delays that frequency counts would miss entirely (Thomason-Sassi et al., 2011).
Latency Example
Instruction: "Take out your math book"
Latency: 47 seconds until student begins to comply
Latency tracking reveals processing delays, attention issues, or passive non-compliance that frequency counts would miss entirely.
Classroom Example: Duration Recording
Behavior: Sophia engages in verbal protest/crying when given non-preferred tasks
Data Collection:
| Day | Episodes | Total Duration | Average |
|---|---|---|---|
| Monday | 3 | 28 minutes | 9.3 min |
| Tuesday | 4 | 18 minutes | 4.5 min |
| Wednesday | 3 | 12 minutes | 4.0 min |
Insight: Frequency stayed similar, but average duration decreased by 57%—a sign the intervention is working!
Interval Recording: Sampling Behavior Over Time
Interval recording divides the observation period into equal intervals and records whether the behavior occurred during each interval. It provides an estimate of behavior occurrence when continuous observation isn't practical. However, research cautions that interval methods introduce systematic measurement error and do not capture behavior in standard scientific units (Gardenier et al., 2004).
Three Types of Interval Recording
1. Whole Interval Recording
Record "yes" only if behavior occurs for the entire interval
Best for: Behaviors you want to increase (on-task, engagement)
Research note: Systematically underestimates occurrence, especially for behaviors that occur in short bursts (Ledford et al., 2015)
2. Partial Interval Recording
Record "yes" if behavior occurs for any part of the interval
Best for: Behaviors you want to decrease (disruption, aggression)
Research note: Systematically overestimates occurrence—even a 1-second instance triggers a "yes" for the entire interval (Ledford et al., 2015)
3. Momentary Time Sampling
Record "yes" only if behavior is occurring at the exact moment the interval ends
Best for: High-frequency behaviors, when observing multiple students
Research note: Produces more accurate duration estimates than partial interval recording; 30-second intervals across 30+ minute sessions maintain accuracy (Devine et al., 2011)
Practical Tip: Choosing Interval Length
Shorter intervals (10-15 seconds) provide more accurate estimates but require more attention. Longer intervals (1-5 minutes) are easier to manage but less precise. Start with 15-second intervals for most classroom behaviors.
Classroom Example: Interval Recording
Behavior: Jake's on-task behavior during independent reading (10-minute observation, 30-second intervals)
Whole Interval Recording Data:
Intervals: | Y | Y | N | Y | N | N | Y | Y | Y | N | Y | Y | N | Y | Y | N | Y | Y | N | Y |
Result: 14/20 intervals = 70% on-task
Insight: Jake was on-task for approximately 70% of independent reading time, with most off-task intervals clustered in the middle of the period.
Decision Matrix: Choose Your Method
Use this decision tree to select the right data collection method for your specific behavior:
Behavior Data Method Decision Tree
Question 1: Does the behavior have a clear beginning and end?
YES → Continue to Question 2
NO → Use Interval Recording
For continuous behaviors like humming, rocking, or engagement
Question 2: Does each instance last roughly the same amount of time?
YES → Use Frequency Tracking
For hitting, call-outs, hand raising, throwing
NO → Continue to Question 3
Question 3: Is the length of time the primary concern?
YES → Use Duration Recording
For tantrums, work refusal, crying, elopement
NO → Use Both Frequency + Duration
For complete behavior picture
Quick Reference Table
| Method | Best For | Avoid When | Example Behaviors |
|---|---|---|---|
| Frequency | Discrete, brief, countable behaviors | Duration varies widely; high frequency | Hitting, call-outs, hand raising |
| Duration | Time-based concerns; variable length | Brief, consistent behaviors | Tantrums, work refusal, crying |
| Whole Interval | Behaviors to increase | Behaviors to decrease | On-task, engagement, participation |
| Partial Interval | Behaviors to decrease | Behaviors to increase | Disruption, aggression, stereotypy |
| Momentary Time Sampling | Multiple students; high frequency | Low frequency behaviors | Group engagement, classroom scans |
Real Classroom Examples for Each Method
Let's see how different methods reveal different insights for the same student:
Case Study: Aiden's Behavior During Math
Aiden frequently disrupts math class. His teacher tried three different data collection methods over three days:
Day 1: Frequency Tracking
Data: 8 verbal outbursts in 45 minutes (0.18/min)
Interpretation: Aiden disrupts approximately once every 5.5 minutes
Day 2: Duration Recording
Data: 6 outbursts totaling 18 minutes; average 3 minutes each
Interpretation: Aiden loses 40% of math instruction to verbal disruption
Day 3: Partial Interval Recording (2-minute intervals)
Data: Disruption occurred in 15/22 intervals (68%)
Interpretation: Disruption affects two-thirds of math class segments
Combined Insight: Each method tells part of the story. Together, they reveal that Aiden's disruptions are both frequent AND sustained, affecting the majority of math instruction. This complete picture supports the need for intensive intervention.
When to Combine Methods
Expert behavior analysts often recommend using multiple methods simultaneously. Here's when combination approaches work best:
Frequency + Duration
Track both how often AND how long
Use for: Tantrums, crying, work refusal, elopement
Why: Interventions may decrease duration before frequency—you'll miss progress with just one measure
Frequency + Latency
Track occurrence AND response time
Use for: Non-compliance, task initiation, following directions
Why: A student who complies after 90 seconds isn't the same as one who complies in 5 seconds
Pro Tip: Start Simple, Add Complexity
Begin with the primary method that matches your behavior. After collecting baseline data for 3-5 days, evaluate whether additional dimensions would provide useful information. Don't overwhelm yourself by tracking everything from day one.
Putting It All Together
Selecting the right behavior data collection method isn't about finding the "perfect" technique—it's about matching your measurement to your behavior's characteristics and your intervention goals.
Key Takeaways
- Frequency behavior tracking works best for discrete, countable behaviors with consistent duration
- Duration recording captures the time dimension that frequency misses—essential for behaviors that vary in length
- Interval recording provides manageable estimates for high-frequency or continuous behaviors
- Combining methods gives the most complete picture, especially for complex behaviors
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References
Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
Devine, S. L., Rapp, J. T., Testa, J. R., Henrickson, M. L., & Schnerch, G. (2011). Detecting changes in simulated events using partial-interval recording and momentary time sampling III: Evaluating sensitivity as a function of session length. Behavioral Interventions, 26(2), 103–124. https://doi.org/10.1002/bin.328
Gardenier, N. C., MacDonald, R., & Green, G. (2004). Comparison of direct observational methods for measuring stereotypic behavior in children with autism spectrum disorders. Research in Developmental Disabilities, 25(2), 99–118. https://doi.org/10.1016/j.ridd.2003.05.004
LeBlanc, L. A., Raetz, P. B., Sellers, T. P., & Carr, J. E. (2016). A proposed model for selecting measurement procedures for the assessment and treatment of problem behavior. Behavior Analysis in Practice, 9(1), 77–83. https://doi.org/10.1007/s40617-015-0063-2
Ledford, J. R., Ayres, K. M., Lane, J. D., & Lam, M. F. (2015). Using interval-based systems to measure behavior in early childhood special education and early intervention. Topics in Early Childhood Special Education, 35(2), 83–93. https://doi.org/10.1177/0271121414552090
Mudford, O. C., Taylor, S. A., & Martin, N. T. (2009). Continuous recording and interobserver agreement algorithms reported in the Journal of Applied Behavior Analysis (1995–2005). Journal of Applied Behavior Analysis, 42(1), 165–169. https://doi.org/10.1901/jaba.2009.42-165
Thomason-Sassi, J. L., Iwata, B. A., Neidert, P. L., & Roscoe, E. M. (2011). Response latency as an index of response strength during functional analyses of problem behavior. Journal of Applied Behavior Analysis, 44(1), 51–67. https://doi.org/10.1901/jaba.2011.44-51
Take Action
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Key Takeaways
- Frequency tracking counts occurrences—best for discrete, brief behaviors with clear start/end points
- Duration recording measures time spent—ideal for behaviors that vary in length like tantrums or on-task time
- Interval recording samples behavior—use when continuous observation isn't practical
- Convert frequency to rate (behavior/time) for accurate comparison across different observation periods
- The right method depends on your behavior's characteristics—use the decision matrix to choose
Data Method Selection Guide
A decision matrix and quick-reference guide to help you choose the right data collection method for any behavior, with examples and conversion formulas.
Which Data Method Should You Use?
Answer questions about a specific behavior and get a personalized recommendation for the best data collection method.
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