Module 6

Defining,
Measuring, and
Monitoring
Jennifer Freeman, PhD
Don Briere, PhD

Behavior
Brandi Simonsen, PhD
Acknowledgements
Much of the content shared in this module was
developed by members of the OSEP-funded
National Technical Assistance Center for
Positive Behavioral Interventions and Supports.

Thank you to:

• Members of classroom workgroup:
• Brandi Simonsen, Jennifer Freeman, Jessica Swain-
Bradway, Robert Putnam, Heather George, Steve
Goodman, Barb Mitchell, Kimberly Yanek, Kathleen Lane
& Jeffrey Sprague
• Members of the Northeast PBIS Network:
• Susannah Everett, Adam Feinberg, George Sugai, Brandi
Simonsen & Jennifer Freeman
Orientation to Module Tools
and Resources
• Module Videos

• Module Workbook

• Module Readings and Additional

Resources
Orientation to Module
Elements
• Activities
Discussion Workbook
Stop and
Board Post Quiz
Jot

• Module Quiz – Self Assessment

• Do you know the basic content presented in
this module?

• Coaching Activities
• Can you implement the content presented in
this module in your classroom effectively?
Getting the Most Out of This Module

Pre-service New Teachers Experienced

Teachers
• Become fluent • Focus on moving • Use activities as a
with content and from knowledge self-reflection
basic theory to practice opportunity
• Look for • Set • Set a new
examples of implementation implementation
implementation goals and either goal for yourself
in your clinic self-monitor or • Consider how you
placements ask for might coach or
• Video record or peer/coach teach the
ask for feedback feedback on your skills/content to a
on your use of key skills new teacher in
implementation • When a practice your building
of key practices isn’t working use • Review resources
during your your to extend your
student teaching understanding of learning with
theory to help respect to
you modify or culturally and
intensify a contextually
practice to relevant
improve implementation
outcomes
 5 Critical
Features of
Classroom
Management
Implement with
Fidelity

Progress
Monitor
_ DBI for
+
Increased Diagnostic
frequency,
duration, or Intensive Academic
Assessment

precision of
5 Critical
Features of
Need
Intervention
Adaptations

Classroom
Managemen Progress
t Monitor

_ +
Module Objectives
By the end of Module 6 you should be able
to:
Part 1
Part 2 • select an appropriate target behavior
• write an operational definition for a
Part 3
target behavior
Part 4 • identify relevant dimensions of
behavior
Part 5 • choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
Defining, Measuring, and
Monitoring Behavior
Part 1
How do we select an appropriate
target behavior?
Module Objectives
By the end of Module 6 you should be able
to:
Part 1
Part 2 • select an appropriate target behavior
• write an operational definition for a
Part 3
target behavior
Part 4 • identify relevant dimensions of
behavior
Part 5 • choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
 Why Measure Behavior?
Purpose Question
Screening Who needs support?
When is an instructional
change needed?
“Diagnostic”: identify How should we adjust
specific strengths and instruction?
needs to guide your On which behaviors/skills?
instruction and support What will you do?
Progress Monitor to When is an instructional
improve your instruction change needed?
and support
• Fidelity of
implementation Student
outcomes
Outcome Did it work?
Key Steps in Measuring
Behavior
1. Select target behavior(s)
2. Define target behavior(s)
3. Identify relevant dimension(s) of
behavior(s)
4. Determine best procedure(s) for
measuring behavior(s) given definition,
dimensions, and context.
5. Summarize data visually to guide
decision making
1. Selecting a Target
Behavior:
Social Significance
• Does it increase access to…
…reinforcement…
…from natural environment?
…from others?
…other (less restrictive) environments where other
behaviors can be learned/performed?
• Is it important as a…
…prerequisite for another functional skill?
…behavioral cusp or pivotal behavior?
• Is it age appropriate?
• If a behavior is targeted for reduction, is there an adaptive
replacement?
• Do you have the “right” behavior (not a related or verbal
one)?
(Cooper, Heron, & Heward, 2007, pp. 55-61)
1. Selecting a Target Behavior
Prioritizing Behaviors
1. “Does this behavior pose any danger to student or others?”
2. “How often” does (or will) the behavior occur?
3. “How long-standing is the problem or skill-deficit?”
4. “Will changing this behavior produce higher rates of
reinforcement for the person?”
5. “What will be the relative importance of this target
behavior to future skill development and independent
functioning?”
6. “Will changing this behavior reduce negative or unwanted
attention from others?”
7. “Will this new behavior produce reinforcement of
significant others?”
8. “How likely is success in changing this target behavior?
(Cooper, Heron, & Heward, 2007, pp. 62-63, emphasis added)
9. “How much will it cost to change this behavior?”
 Activity 6.1: Stop and Jot:
Selecting an appropriate target behavior

• Identify a behavior concern for a

student you have worked with.

• Which behavior(s) are higher

priority? Why?

Please Pause Video & Complete

Activity 6.1
 Activity 6.1: Review
• Remember to consider the social
significance of a target behavior and
consider how you will prioritize
behavior(s) to address
• Once you have prioritized your
behavior(s), you will now look to
establish a clear definition
Defining, Measuring, and
Monitoring Behavior
Part 2
How do we write an operational
definition?
Module Objectives
By the end of Module 6 you should be able
to:
Part 1
Part 2 • select an appropriate target behavior
• write an operational definition for a
Part 3
target behavior
Part 4 • identify relevant dimensions of
behavior
Part 5 • choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
2. Defining a Target
Behavior
Develop an Operational Definition
• What is it?
• Concrete description of target behavior.
• Should include examples/non-examples.
• Stated in terms of dimensions of behavior.
• Why is it important?
• We need an objective and agreed-upon
definition of behavior to aid with
observation, intervention, and discussion.
Observable and
Measurable?
Target behavior: Anna is not prepared
for class.
Replacement behavior: Anna will be
prepared for class.
No – let’s try again…

Target behavior: Anna does not have her

book or a pencil at the start of class.
Replacement behavior: Anna will have
her book and pencil at the start of class.
Yes – that’s better!
 Activity 6.2: Stop & Jot:
Write an operational definition

• Return to the behaviors you

identified in Activity 6.1

• Develop an operational
definition for your target
behavior, including examples
and non examples.
Please Pause Video & Complete
Activity 6.2
 Activity 6.2: Review
Check your Operational Definition
• Is it?
• Concrete description of target behavior.
• Should include examples/non-examples.
• Stated in terms of dimensions of behavior.
• Remember
• We need an objective and agreed upon
definition of behavior to aid with
observation, intervention, and discussion.
Defining, Measuring, and
Monitoring Behavior
Part 3
How do we use the dimensions of
behavior to help us refine our
definition?
Module Objectives
By the end of Module 6 you should be able
to:
Part 1
Part 2 • select an appropriate target behavior
• write an operational definition for a
Part 3
target behavior
Part 4 • identify relevant dimensions of
behavior
Part 5 • choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
3. Identify relevant
dimension(s) of
behavior(s)
Why do we need dimensions?
• All behavior occurs within a context.
• It may not be the actual form of the
behavior that is inappropriate, but the
duration, intensity, or rate with which
the behavior occurs in a given context.

For example, it is natural to be off-task

some of the time. It is a problem if you
are off task 80% of the time.
7 Dimensions of Behavior
1. Frequen
cy
2. Rate
3. Duration
4. Latency
5. Topogra
phy
6. Force
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: the number of times an
cy individual engages in a behavior
within an observation period.
2. Rate Measure by: counting incidents of
behavior (tally)
3. Duration
Examples:
4. Latency • Number of student talk outs
during 15 minutes of direct
5. Topogra instruction.
phy • Number of opportunities to
respond during 20 minutes of
6. Force teacher directed instruction.
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: frequency ÷ time
cy Measure by: counting incidents of
behavior and dividing by units of
2. Rate time (e.g., minutes, hours)
3. Duration Examples:
• Student turned in homework 3/5
4. Latency days per week.
• Teacher delivered specific praise 2
5. Topogra times per minute during teacher
phy instruction.
6. Force
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: how long an individual
cy engages in a behavior
Measure by: timing how long an
2. Rate individual engages in…
…each individual behavior
3. Duration
…one behavior throughout
4. Latency observation (cumulative)
Example:
5. Topogra • Student was on task for 15
phy consecutive minutes during
individual work time.
6. Force
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: the amount of time
cy between the instruction and a
behavior
2. Rate Measure by: timing interval
between instruction and when
3. Duration
student begins to perform
4. Latency Example:
• Student begins working on task 5
5. Topogra minutes after instruction was
phy given.
• Student arrives for class 7 minutes
6. Force after the bell signaled the
beginning of class.
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: the “shape” of a
cy behavior or what it looks like
Measure by: observing and
2. Rate recording exactly how the individual
performs the target behavior.
3. Duration
Example:
4. Latency • Saying hello while looking at the
ground vs. making eye contact
5. Topogra and extending your hand while
phy saying hello.
6. Force
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: the intensity of a
cy behavior
Measure by: observation
2. Rate (subjective) or apparatus designed
to measure intensity
3. Duration
Example:
4. Latency • Student hit hard enough to leave a
bruise/scratch.
5. Topogra • Student spoke loudly enough to be
phy heard.
• Sound sensitive traffic lights in
6. Force cafeterias.
7. Locus
7 Dimensions of Behavior
1. Frequen Definition: where the behavior
cy occurs (e.g., setting, target location
on “victim’s” body)
2. Rate Measure by: observing and
recording
3. Duration
Example:
4. Latency • Student engages in teasing
behavior in the hallway.
5. Topogra • Student hits her head on her
phy right temple.
6. Force
7. Locus
 Activity 6.3: Discussion Board
Refine your definition

• Return to the operational definition you

developed in Activity 6.2.

• Identify (one or more) key dimensions that

are particularly relevant for your setting.

• Refine your operational definition using

your identified dimensions.

Please Pause Video & Complete

Activity 6.3
 Activity 6.3: Review
• Which dimensions did you focus on?
• Is your operational definition more
explicit now?
• Is it observable/measurable?
• Did you consider how you might measure
your behavior now that you have
selected dimensions?
• Some operational definitions may use
multiple dimensions
• Multiple dimensions may require multiple
measurement approaches
Defining, Measuring, and
Monitoring Behavior
Part 4
How do we choose a measurement
system?
Module Objectives
By the end of Module 6 you should be able
to:
Part 1
Part 2 • select an appropriate target behavior
• write an operational definition for a
Part 3
target behavior
Part 4 • identify relevant dimensions of
behavior
Part 5 • choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
4. Determine the Best Procedure
for Measuring Behavior
Decide who is going to take data.
• Will they be just observing?
• Or will they be teachers?

Decide how data will be collected.

• Observation?
• Permanent product?

Weigh practicality vs. precision.

Systems for Measurement
• Anecdotal Reports
• Permanent Product
• Event Based Systems (Tally)
• Time Based Estimates
• Interval recording
• Partial
• Whole
• Momentary Time Sampling
• Time Based: Duration/Latency
 Systems for Measurement
What is it?
Written description of virtually
Anecdotal Reports
everything that is going on within
Permanent Product a setting for a particular learner.
Event Based Systems
When would we use it?
(Tally)
To measure topography, locus,
Time Based Estimates and force(?)
Interval recording Generating operational
definitions.
Partial Developing a task analysis (“how
Whole to” steps)
Momentary Time Writing A-B-C notes to identify
Sampling possible function and behavior
chains at play for a particular
Time Based: student.
Anecdotal Reports: ABC
Charts
Create
Codes

Collect
Data
For more examples see:
[Link]
Summari [Link]/sites/default/fi
les/HO-3c-ABC-Report-
ze Form_508.pdf
 Systems for Measurement
What is it?
Anecdotal Reports Permanent and tangible effects or
Permanent Product outcomes of a behavior.

Event Based Systems When would we use it?

(Tally)
Frequency/Rate— math
Time Based Estimates problems correct per minute?
Interval recording Locus—where did the fight
Partial occur?
Whole Topography—letter formation
Momentary Time
Sampling Force—amount of property
destruction
Time Based:
 Systems for Measurement
Anecdotal Reports What is it?
Tally of the number of times a
Permanent Product student engages in a behavior in
Event Based Systems an observation period.
(Tally)
When would we use it?
Time Based Estimates To measure frequency of low-
Interval recording frequency, discrete behaviors
Partial (e.g., # of curse words).
Whole Convert to rate by dividing # by
Momentary Time units of time in observation
Sampling period.
Time Based:
Example of frequency
recording tool
Student: Jack Observer: Mr. Brown
Behavior: Inappropriate talk-outs (no hand raise)

Time Notation of Total

Start Stop occurrences occurrences

2/15/2010 9:00 10:00  6

2/16/2010 2:00 3:00  3

 Systems for Measurement
What are they?
Ways to estimate the number of
Anecdotal Reports
times a behavior occurs.
Permanent Product
When would we use them?
Event Based Systems
Used for higher frequency discrete
(Tally)
behaviors or behaviors of longer
Time Based Estimates duration.
Interval recording Interval recording yields a
Partial slightly more accurate estimate.
Whole Time sampling is more practical
Momentary Time if you are doing two things at
Sampling once (i.e., teaching and recording
data).
Time Based:
 Systems for Measurement
Whole Interval Recording:40%
Anecdotal Reports
Record only if the behavior occurred
Permanent Product throughout the entire interval (e.g.,
off-task).
Event Based Systems 90%
(Tally) Partial Interval Recording:
Record if the behavior occurred at
Time Based Estimates any point in the interval (e.g., talking
Interval Recording to peer). 60%
Partial
Whole Momentary Time Sampling
Pretend you’re using 30 Record
And whether
this is or not aHow
when the behavior
would
Momentary Time
second intervals occurs
actual at theoccurs
behavior end of an interval.
you record
Sampling
30 sec 30 sec 60 sec 60 sec 5 5
Time Based:
Duration/Latency
 Activity 6.4: Workbook Quiz
Selecting an interval recording system

If… Then Which will yield…

choose…
Continuous desired Whole- Percentage of
behavior, such as on-task interval intervals with target
behavior recording behavior
The behavior occurs at a
very high frequency and Partial- Percentage of
very rapidly (e.g., talking, interval intervals with target
head-banging, hand- recording behavior
flapping)
It is difficult to
continuously monitor the Momentary Percentage of
student or the observer time observations with
needs a low-effort data sampling target behavior
Please
collection method
Pause Video & Complete
Activity 6.4
 Systems for Measurement
Anecdotal Reports How do we do it?
Permanent Product Either start a stop watch after the
Event Based Systems instruction and stop it when the
behavior starts (latency).
(Tally)
Time Based Estimates Or, we would start the stop watch
Interval recording when the behavior starts and stop
it as soon as it stops (duration).
Partial
Whole
Momentary Time
Sampling
Time Based:
Example of recording tool
Student: Jack Observer: Paul;

Behavior: Rocking in seat

Behavior Behavior Total
Date
begins ends duration
9:15 9:21 6 minutes

10:37 10:52 15 minutes

2/16/2010
1:18 1:28 10 minutes

1:40 1:43 3 minutes

Total for day 34minutes

Teacher Behavior Example:
Which Dimension? Rate
1. Frequen
cy How do we measure?
Anecdotal Reports
2. Rate Permanent Product
3. Duration Event Based Systems
(Tally)
4. Latency
Time Based Estimates
5. Topogra Interval Recording
phy Partial
Whole
6. Force Momentary Time
7. Locus Sampling
Time Based:
Duration/Latency
Student Behavior Example: Estimate
Duration
Duration &
Which Dimension? &Rate
Rate
1. Frequen
cy How do we measure?
Anecdotal Reports
2. Rate
Permanent Product
3. Duration Event Based Systems
(Tally)
4. Latency
Time Based Estimates
5. Topogra Interval Recording
phy Partial
Whole
6. Force
Momentary Time
7. Locus Sampling
Time Based:
 Activity 6.5: Stop & Jot:
Select an appropriate measurement system

• Return to the operational Anecdotal Reports

definition you refined in Permanent Product
Activity 6.3
Event Based Systems
(Tally)
• Select the measurement Time Based Estimates
system that best Interval Recording
measures the Partial
dimension/s of interest Whole
Momentary Time
• Develop your data Sampling
collection tool Time Based:
Please Pause Video & Complete
Duration/Latency
Activity 6.5
 Activity 6.5: Review

Remember to consider practicality

vs. precision. Anecdotal Reports
Permanent Product
Event Based Systems
(Tally)
Time Based Estimates
Interval Recording
Partial
Whole
Momentary Time
Sampling
Time Based:
Duration/Latency
Defining, Measuring, and
Monitoring Behavior
Part 5
How do we summarize our data to
guide decision making?
Module Objectives
By the end of Module 6 you should be able
to:
Part 1
Part 2 • select an appropriate target behavior
• write an operational definition for a
Part 3
target behavior
Part 4 • identify relevant dimensions of
behavior
Part 5 • choose a measurement system based
on relevant dimensions of behavior
• use graphing conventions to create
meaningful visual displays of data
 To graph or not to graph:
Purpose of Visual Displays
1. “provide… 4. “visual analysis is a
immediate access conservative method for
to on-going visual determining the
record” significance of behavior
change”
2. “explore 5. “enable and
interesting encourage
variations in independent
behavior as they judgments and
occur” interpretations”
3. Aid in 6. “effective sources of
interpretation of feedback to the people
data whose behavior they
Cooper, Heron & Heward, 2007, p. 128) represent”
 Choose an Appropriate Graph

Percent of Intervals Kelly was Off-

task
100%

Use a line graph to

% of Intervals
90%
80%
70%

summarize and 60%

50%
40%

show trends across 30%

20%
10%

time.
0%
1 2 3

Observation Day
90%
80%
70%
60%
50%
40% Use bar or pie graphs to
30%
20%
10%
summarize/comparing data in
0%
n n n s categories (e.g., antecedents vs
tio tio tio a sk
n n n T
tte tte Att
e
pe consequences, different types of
rA rA pe ca
Pe
e he ca Es
T ea
c
Es behaviors).
 Choose an Appropriate
Summary Score

monsen & Myers (2015, Figure 4.5)

Line Graphs
• Line graphs are great ways to represent data
across time
• They allow you to detect patterns in your data
• Graphing Conventions
• Graphs have units of time going across horizontal X
axis and a units of behavior going up the vertical Y
axis.
• Different data points (geometric shapes) and data
paths (lines) are used to represent different types of
information.
• In line graphs, the use the following:
• Continuity Breaks are used if data collection is not
continuous (e.g., if student is sick for a week during
observations).
• Phase lines are used to separate “phases on graph”
• Data may be taken before an intervention
(baseline phase).
Line Graph Example
Title
Frequency of Physical Aggression
10
9
8
Dimension of

7
Phase Change
Y- Frequency
Behavior

6 Line D at
5 poi a
nt
4
3
is

2
Ax

1
0
X-Axis

Date
Time
variable
Pie Graphs
Useful for representing percentages of things
(individuals, events, etc.) that fall into certain
categories
Setting where Behavior Occurs
Small Group Work;
15%

Transition; 10%

Large Group Work;

5%
Independent work;
70%
Bar Graphs

• They are also useful for representing

percentages of things (individuals,
events, etc.) that fall into certain
categories

• And, they can be used to represent data

across time when data paths would be
too confusing to represent in a line graph
 Simple Bar Graph Examples
Antecedent Events
1
100%
% of occurnaces

80%
60%
40%
20%
0 0 0
0%
Indepen- Large Transition Small
dent work group Group
work Consequence Events
Antecedent Events
80% 66%
% of occurences 40% 33%
0% 0%
0%
n n e k
tio tio ibl or
n n n g w
tte tte ta pe
a a ca
r
ul
t ed s
ee ai
n E
p ad t
d d b
ine ine O
a a
bt bt
O O
Consequence events
 Activity 6.6: Stop & Jot:
Create a visual summary

• Return to the measurement system you

selected in Activity 6.5

• Identify an appropriate type of graph and

sketch a graph of hypothetical data.

• Which graphing features should you

include to maximize the interpretation
of your data?
Please Pause Video & Complete
Activity 6.6
 Activity 6.6: Review
• Remember
Use a line graph to summarize and show trends
across time.

Use bar or pie graphs to summarize/compare

data in categories (e.g., antecedents vs
consequences, different types of behaviors).
 Let’s consider an
example to bring this
all together
• Kelly is a student who is often off-task. In
addition, she has gotten into trouble for
talking out in class and walking out of
the room without permission.
• How would you know what to take data on?
• Which behaviors are highest priority?
• Which dimensions would you choose? Why?
• Who would take the data?
• How will it be collected?
Here is one possible
approach
You could consider
• An estimate of how much time Kelly was o
• The frequency of talk-outs and walk-outs.

• Her teacher will collect and summarize the d

Kelly’s Measurement System
Date: __________ Time Started: ______

1 2 3 4 5 6 7 8 9 10

Off
Task Momentary Time
Sampling
Tally of Talk-outs (T) and Walkouts (W)

T: Event- W: Event-
Based Based
 Example: Graph
Percent of Intervals Kellyfor
wasKelly
Off-task

100%
% of Intervals

90%
80%
70%
60%
50%
40%
30%
20%
If you were currently implementing a
10% plan to improve Kelly’s off task
0% behavior, would you change the plan
1 2 based on this data?
3
Why or Why not?
Observation Day
Defining, Measuring, and
Monitoring Behavior
Closing
 Module Objectives
By the end of Module 6 you
should be able to:
• select an appropriate target
behavior
• write an operational definition
for a target behavior
• identify relevant dimensions of
behavior
• choose a measurement
system based on relevant
dimensions of behavior
• use graphing conventions to
create meaningful visual
What’s next
• Module 6 Quiz
• Classroom Application