Observing and Recording Student Performance

Teachers are required to make frequent decisions about how to best teach and
motivate students. The quality of these decisions depends on the information teachers
have about the student and their performance. Observation and recording of students'
performance and behavior is an important role of the paraeducator and an important
tool for teachers. Accurate behavior observation is essential in identifying students'
needs and developing effective instruction. This unit discusses issues and techniques
involved in gathering and reporting student performance data.

The purposes of this instructional module are to:

1. Improve the accuracy of observation skills of paraeducators,

2. Increase the amount of information collected for the purpose of improving
instructional programs, and
3. Contribute to instruction that is both efficient and provides sufficient
information for accurate educational decisions.

Objectives
After completing this unit and its activities the paraeducator should expect to be able
to:
1. Identifying the purposes and problems inherent with using behavior
observation as an information source.
2. Defining behavior in observable, measurable terms
3. Using systematic procedures for observing and recording behavior including:

a. Frequency
b. Duration
c. Rate
d. Percentage
e. Time sampling
f. Anecdotal records
2. Charting results of behavior observation using graphs.
Contents
Lessons

Lesson 1: Purposes of Data Collection and Observation

Lesson 2: Concerns about Data Collection and Observation
Lesson 3: Observable Behaviors
Lesson 4: Observation Techniques
Lesson 5: Charting Student Performance

Learning Activities

Activity 1: Observable and Measurable Behavior Activity

Optional Activity: Observing and Recording Student Behavior
A fast connection to the World Wide Web is suggested to complete this
activity.

Additional Information & Activities

Suggestions for Further Reading

Related Practicum Activities

Lesson 1:
Purposes of Data Collection and Behavior
Observation
Data collection and behavior observation are important activities in the special
education classroom. One of the ways in which special education programs provide
more intensive services to students with learning difficulties is by more carefully
monitoring and adjusting the learning/teaching process. The paraeducator can play an
important role in gathering and organizing information about student progress. This
information is particularly important when the paraeducator is providing all or part of
the instruction during a tutoring or small group format. The systematic collection of
data allows the teacher to continue to make instructional decisions without being
physically present during the learning activity.

Data collection and systematic behavior observation provide an objective basis for
making decisions and documenting student behaviors and performance. It can make
teacher judgment more accurate and reliable. When carried out systematically, it also
provides more frequent information on student progress.

Supporting Classroom Instruction

Teachers gather information about student performance in order to determine where to
begin instruction, in order to determine which instructional approaches might be the
most effective, and to assess student mastery of skills. This information is most
helpful when it is collected as early as possible. This avoids students making repeated
errors and missing vital basic information or skills. It allows the teacher to employ
additional resources or to fine-tune educational strategies for students. To maximize
the benefits to students it is important to find out what is working and what is not
working as quickly and efficiently as possible.

Data on student performance can also give the teacher clues about how to adjust the
classroom environment. This may include deciding on grouping strategies, adjusting
the number and type of practice activities, changing locations in the room and a
variety of other variables in the classroom. When student progress is monitored the
effect of these changes is easier to determine.

For example when a student with a learning difficulty is participating in a regular

classroom activity, the special education teacher may ask the paraeducator to observe
and record the amount of time that the student spends on assigned tasks. This may
lead to recommendations or changes in the way assignments or procedures are
adjusted in the classroom. After the changes have been made, an observation can be
used to determine if the amount of time the student spends working on the assigned
tasks increases. This allows the special education teacher and the paraeducator to
provide support to the regular classroom teacher.
Providing Feedback and Reinforcement
to Students
Data on student performance is also critical to providing information to students
themselves. This information may be gathered from scoring practice activities and
worksheets but also may involve observation of behavior or performance by the
teacher or paraeducator. These alternatives allow a greater range of immediate
feedback and provide additional opportunities to identify areas in which students are
successful. Observation techniques may sometimes provide a more accurate reflection
of what a student has learned than more traditional methods.

As an example, the teacher has developed a plan to encourage a student to remain in

their seat during silent reading time. A part of the plan is a daily discussion with the
student about their improvement in in-seat time. The teacher asks the paraeducator to
observe the student during silent reading and record the amount of time that the
student is out of their seat. The paraeducator creates a chart which displays the
percentage of time the student is in their seat for each day of the week. During a daily
conference the teacher shares the chart with the student and puts a copy in their folder.
This procedure provides a record of the student's progress which can be used by the
teacher and also can be used to share and reward successes with the student.

Summarizing and Reporting Student Progress

Data collection and behavior observation is also an important part of reporting student
progress. In the previous example of charting in-seat behavior, the teacher could use
information collected by the paraeducator to keep the student's parents informed of
their progress and classroom behavior. Charts and data summaries can become
important elements of student’s portfolio.

Supporting Diagnosis and Verification of Disabilities

Collection of data regarding a student's performance is an important part of the
process of verifying a student's eligibility for special education programs. The
eligibility requirements which the Multidisciplinary Evaluation Team must use are
discussed in Unit 8. One criteria was that a student's observed performance in the
classroom must be consistent with test results. Information about a student's actual
performance in the classroom is important because it provides information about how
a child performs in a real classroom situation with real teachers, curriculum and
materials. It helps to substantiate that a problem exists. The observation process is
also used to collect information about the classroom and the performance of the
students peers so that the MDT can make judgments about the classroom and learning
environment of the student. With some disabilities, information about the frequency
and seriousness of behavior problems may be one of the primary criteria used to
determine whether they are identified as having a disability.
Lesson 2:
Concerns about Data Collection and Observation

Since data collection and observation techniques are being used to make educational
decisions, the accuracy of the information is important. The data which is collected
must also be meaningful and must reflect realistic activities which occur in the
classroom or be related to a student's success. Finally, data collection and observation
must be done in such a way that it does not interfere with the instructional process in
the classroom.

Accuracy

It is important that the information collected be as accurate as possible. In order to be

accurate, the procedure must minimize the chance for errors and observer bias.

Consistency

Behavior observation techniques involve taking a sample of student behavior. The

observation method should be one which can to carried out reliably from one time to
the next. The teacher and para should be confident that the results of the observation
reflect the actual behavior of the student being observed. In other words, if you
repeated the observation at a different time would the results remain similar.

Ease of Measurement

The accuracy of an observation is often affected by the how easy it is to determine

exactly whether a behavior has occurred. If the observer is required to provide insight,
interpretation and/or judgment it is probably too difficult to accurately record what
occurs.

The following provide some example of observations which might lend themselves to
accurate measurement:
 counting the number of times a particular behavior occurs
 timing how long a behavior lasts
 scoring an item as correct using a key

The following are observations which are more difficult to make because they require
more judgment on the observers part.
 grading the quality of a speech
 judging art projects
 sportsmanship

Ease of Recording
Accuracy also requires that the observer have a systematic way to record and report
information. The system for recording the results of the observation must contain
enough information so that the observation is useful but must not be so complicated
that it interferes with the observation.

Techniques to Improve Accuracy

Techniques which have been used to improve the accuracy of data collection and
behavior observation include:
1. Clear description of observation procedure,
2. Clear specification of behaviors to be observed,
3. An established scoring and recording system, and
4. Opportunity for the observer to learn and practice the observation technique.

Meaningfulness of Observations
The second major concern with data collection and behavior observation is that the
behaviors being observed and the techniques used must provide teachers with
information that is relevant and useful.

Relationship to True Activities/Objectives/Outcomes

Care must be taken to select behaviors which are relevant to the instructional process.
Often the usefulness of the performance or behavior data is determined by how
relevant the observed behaviors are to the objectives of the instructional program.

Sensitivity

The observation method utilized must be sensitive to changes in the frequency or the
amount of behavior. The time allotted for the observation must be sufficient to
observe the behavior occur.

Observation Under Appropriate Conditions

Student performance and behavior can vary markedly depending on the setting.
Behaviors on the playground may be much different than during a classroom activity.
An important element in obtaining a meaningful observation is choosing the
appropriate setting for the observation and describing the conditions under which the
observation occurred. This description of conditions is often necessary to interpret
information correctly.

Measurement of Performance Not Disability or Other

Factors

The teacher must carefully select the performance criteria or behavior to be observed
to reflect student knowledge or skills. Performance should not be affected by some
extraneous variable or condition which is not of immediate interest. For example,
choosing number of words written correctly during a timed spelling test might be a
poor way to measure spelling performance in a student with motor coordination
problems. It would be difficult to determine whether the student did not know the
spelling or whether they were unable to correctly write the words in the time
provided.

Comparisons of Performance

Tests, particularly achievement tests, are often used to compare student’s performance
with other students. This can be done because all students have done the same
activities under the same conditions. Data collection and behavior observation in the
classroom often occur under a wide variety of conditions with a limited number of
students. The information collected is often used to verify whether a student is
meeting specified criteria rather than to make comparisons with other students. Data
may also be collected a number of times on the same student as a means of measuring
progress. When comparisons are important in order to make data more meaningful,
observations may also be made on a number of other students in the same setting.

Interference/Integration with the

Instructional Process
The last concern with data collection and behavior observation is that it coexists
gracefully with the instructional process in the classroom. Often teachers include data
collection and behavior observation as an integral part of the instructional process
itself. Teachers, paraeducators, and students themselves are involved in gathering data
about their performance as part of the instructional process. Consider the following
when collecting behavior and/or performance data.
 Observation procedures should not be a distraction from instruction,
 Observation should not take undo time away from instruction,
 Data collection should provide a learning experience for students,
 Results should lead to frequent changes and improvements in instructional
process,
 The process should not create undo anxiety for students,
 The process should encourage cooperation rather than competition among
students, and
 The process should respect the privacy and dignity of students.
Lesson 3:
Observable and Measurable Behaviors
As discussed in the previous lesson, one of the problems associated with observing
and evaluating student behavior is the accuracy of the results. In order to be accurate
the observation procedure must be established so that it remains consistent from one
observation time to another and from one observer to another. A key element in
making the observations consistent is the definition of the exact behaviors being
observed. The accuracy of the observation is improved if the behaviors being
observed are defined so that they are observable and measurable. This allows the
observer to accurately count the number of times a behavior occurs or determine
when a behavior begins and ends. Without specifying exactly the behavior being
observed it is difficult to be consistent and the meaning of the observation may vary.

Observable Behavior

A behavior is observable when it can be noted through one of the senses (seen,
heard, tasted, smelled, or felt). Observable behaviors are usually described by
action words such as touching, walking, saying, or writing. These do not
include feelings or intentions which are inferred from other behaviors.

Measurable Behavior

In order to be measurable a behavior must first be observable. In addition, an

observer must be able to clearly determine whether the behavior is occurring,
count the occurrences of the behavior and/or time the duration of the behavior.
Behaviors which have a discrete beginning and ending are the easiest to
measure.

Even though the teacher may be interested in complex behavior problems or in

students' feelings or attitudes, such as anger or sadness, these concepts are difficult to
define and measure. By identifying specific observable and measurable behaviors
associated with feelings, the teacher can more easily and accurately measure and
record progress.

Examples:

Johnny talks to other students during silent reading.

This is both observable and measurable. We can hear and see Johnny talking
and we can count the number of times Johnny talks or time the length of time
that he spends talking.
Johnny has a poor attitude toward school.
It is not possible to determine exactly what Johnny is thinking. The teacher
must rather identify exact behaviors which only infer Johnny's feelings about
school.
Practice Activity
Behavior Observable Measurable
Johnny calls Mary Lou stupid.
William is out of his assigned seat.
Alvin does not understand a concept presented by the teacher.
Laura dislikes the other students in her group.
Dewaine writes six correctly spelled words.
Reece is not attending to his assignment
Irv is unhappy on the playground.
Barbara speaks without permission.
Toni raises her hand to ask for additional help from the teacher
Janet doesn't like to work with other students in classroom.
Donna enjoys reading.
Lee hits Sheldon in the face.
Jill taps her pencil on the desk.
Allen does not complete his worksheet within the class period.
Jon is surly in class.
Herbert is lazy.
Charlie participates in class discussion.
Lynn is unpopular
Polly talks to the teacher
Sharon looks at the teacher
Karen cries during reading class.
Vicki sucks her thumb during personal reading time.
David takes Mary's paper off her desk.
Dewaine asks for teacher instructions to be repeated.
Reece leaves the room.
Check your answers
Lesson 4:
Observation Techniques
There are several observation techniques that are used within the schools to record
student performance or behavior. This lesson will describe six such observation
techniques, ways to report the information and the role that the paraeducator can play
in the observation and recording of students' performance and behavior. These
techniques include:
 Frequency
 Rate
 Duration
 Interval Recording
 Time Sampling
 Anecdotal Records

All of these techniques rely on precisely identifying the behaviors in observable and
measurable performance terms (as discussed in the previous lesson) to make the
results meaningful and reliable.

The Paraeducators' Role in Observations

As long as the planning for observation has been done by a teacher, anyone that is
able to make accurate observations can perform the actual observation of the
behavior. This can include paraeducators, with training in the observation technique
and also knowledge of the behavior being observed.

The Observations

When developing an observation period, the teacher will take the following
considerations into account. A paraeducator should be aware of these considerations
in order to make consistent and accurate measurements during the observation.

Defining the Behavior

The target behavior will need to be defined in such a way that it is observable and
measurable to anyone that may be observing that student. It is possible that both the
teacher and the paraeducator could observe the same student at the same time and
note different behaviors. Clearly identifying specific behaviors being observed makes
communicating and interpreting the results of the observation more accurate.
The teacher should be the one to identify and define the behavior. However, the
paraeducator needs to have a clear understanding of the specific behavior.

Where the Observation is to Take Place

Certain behaviors occur in specific locations thoughout the day. It is up to the teacher
to determine where behaviors are occurring so that the time observations take place
will coincide with the behavior. If a student is kicking other students on the
playground, then observing them in the classroom will not provide an accurate
observation. However, if a student is talking out in class, the classroom would be an
appropriate location. The teacher needs to establish the location in order for the
observer to collect accurate information.

When the Observation is to Take Place

The target behavior will also determine the time of the observation. The teacher
should schedule the observation during a time in which the behavior is likely to occur
and for a length of time that will allow opportunity for the behavior to occur.

What Observation Technique is to be Used

In determining the observation technique to use, the teacher will take into
consideration the specific behavior and the information that they will want to gather
from the observation. A paraeducator will need to have an understanding of these
techniques and practice them before they can use them in an observation.

Observation Techniques
Frequency

Frequency counts are a record of the number of times a specific behavior occurs
within a specific time period. Frequency counts are useful for recording behaviors
which have a clear beginning and ending, are of relatively short duration, and occur a
number of times during the specified time period.

In order to perform a frequency count, the following are required:

 a specific time period,
 a specific behavior, and
 a method for tallying the number of events.

A tally sheet is usually used to identify the behavior being observed and to record the
frequency or the number of times which the behavior occurs. Below is an example of
a tally sheet and how the frequency of a behavior might be recorded.

Sample of Frequency Record Form

Student: Billy Smith

 Behavior: Leaving seat during science class
Time
Date Tally of Observations Total Count
Start / Stop
2/14/97 10:50 am 11:50 am xxxxx xxxxx xxxxx 15

Some examples of a frequency count could be the number of math problems

completed on a math worksheet within 15 minutes, the number of times a preschooler
intentionally communicates in an hour, the number of times a student raises their hand
during a 10 minute class discussion, and the number of times a student leaves their
seat during science class are all examples of frequency counts.

A frequency count would NOT be used for those behaviors that occur at a high rate,
such as tapping a pencil on a desk, or when the behavior occurs for an extended
period of time, such as when a student sucks their thumb.

Rate

Rate is very similar to frequency. Recording rates of behavior included gather

information on both the frequency of the observed behavior and the length of the
observation time. Rate is the ratio of the number of times a behavior occurs within a
specific time period AND the length of the time period. The ratio is computed by
dividing the number of events by the number minutes, hours, or days that the
observation occurred. The frequency or number of times a student leaves their seat
during math class may be reported as a rate if the length of the class or the length of
the observation period is known.

The rate of a behavior can also be averaged across a number of observation periods to
report an average rate. From a series of observations it may be determined that a
student's average rate of "out of seat" behavior may be twelve times per hour.
For example, if the list contains 20 words and the student requires five minutes to
write the list, the rate would be four words per minute.

An example follows of how one might record "out of seat" behavior as rate.

Sample of Rate Record Form

Student: Billy Smith

Behavior: Leaving seat during science class

Time
Date Tally of Observations Total Count
Start / Stop
 2/14/97 10:50 am 11:50 am xxxxx xxxxx xxxxx 15
Rate (count/Length of time) = 15/1 hour = 15 times per hour

Duration

Recording the duration of a behavior is done by recording the starting and ending time
of a behavior and computing the length of time that the behavior occurs. This
technique is usually used to observe behavior which occur less frequently and
continue for a period of time.

An example of duration recording could be for a student who has crying episodes in
class. Everytime the student cries in class, you would record the beginning and ending
times, and then calculate the duration of the crying episode. A few other examples of
when duration recording could be used include how long it takes a student to finish a
math assignment; the length of time a student takes cleaning up, or how long a student
spends continuously tapping their pencil on the desk.

Sample of Duration Record Form

INSERT NEW CHART HERE

Tally Sheet for Duration of Behavior
Student Name:
Date of Observation:
Observed Behavior:
Starting Time:
Ending Time:
Duration:

Interval Recording

Interval recording is a technique that measures whether or not a behavior occurs

within a specific time interval. The total observation time is divided into smaller
intervals and the observer records whether or not the behavior occurs within that
interval. By using the interval recording technique, the teacher can get an estimate of
both the frequency and duration of the behavior. The observer marks only once
whether the behavior occurred at anytime within that interval. Interval recording
requires the observer's undivided attention, since the observation is continuous for a
set period of time.

An example of interval recording could be for a child who throws their toys during
free-time. If the free-time lasts for 15 minutes, then that time could be broken into 1
minute intervals. If in the first minute, the child throws the toy the interval is marked.
If in the next minute, they don't throw a toy then the interval is not marked. However,
if in the third minute, the child throws three different toys, the interval is only marked
once again.
Sample of Interval Record Form

INSERT NEW CHART HERE

Interval Recording Sheet

Interval Recording
Student Name:
Date of Observation:
Observed Behavior:
Starting Time:
Ending Time:
Total Observation Time:

Other examples of when interval recording may be used include, a student who talks
to other students around them during work time, the amount of socializing that a
student does at recess, or if a student is attending to a book during personal reading
time.

Interval recording will work for any behaviors that can be observed, however there is
a strong time demand upon the observer which may make this technique inappropriate
or undesirable to use.

Time Sampling

Time sampling is similar to interval recording in that the observation time is divided
into intervals, however in time sampling, the behavior is recorded only if it occurs at
the end of the time period. When the specified amount of time has expired, the
observer looks at the student and determines whether or not the behavior is occurring.
In general, this technique is used for behaviors which are longer in duration.

For example, if the behavior is identified as "being out of seat", the observation time
might be 15 minutes with intervals of 1 minute. The paraeducator would mark at one
minute intervals whether the student being observed was out of his or her seat.

Sample of Time Sampling Record Form

TABLE GOES HERE

Since with time sampling the observation is done intermittently, the observer, such as
the teacher or paraeducator, is able to observe a behavior without having to set an
amount of time aside to observe continually. Thus time sampling is a practical way of
getting an estimation of the overall occurrence of a behavior.
Some other examples of behaviors that time sampling can be used with include, a
student reading a book, nail biting, participation in a game during recess, or working
on math assignments.

Time sampling would generally NOT be used with behaviors with a short duration
such as hitting, kicking or spitting. If the behavior does not have a long enough
duration, then it may not be observed at the specified intervals.
The observer may utilize a timer or a tape recorder with beeps to determine when to
record if the behavior is occurring. In a variation of this technique, tapes with random
beeps are sometimes used to record observations at random times during the
observation period. With this variation the observer and the student do not know
ahead of time when the recording will occur.

Anecdotal Records

Anecdotal records are written notes describing events or incidents that occur. These
notes usually become part of a student's file. Anecdotal records may be used to
document:
 a significant event which occurs unexpectedly or infrequently;
 the settings or conditions in which a behavior occurred;
 the antecedents (what happens before) and the consequences (what happens
after) of a problem behavior; or
 a conversation with parents.

If a paraeducator is working with the student at the time of the incident, they may be
asked to assist in completing the anecdotal record.

Effective Anecdotal Records

The purpose of the anecdotal record is to document the event as clearly and accurately
as possible. The following guidelines should be observed when writing the record:
1. Record observation at the time behavior is observed rather than at a later time.
2. Utilize a standardized anecdotal record form to record the information to help
insure that all relevant information is included.
3. Record what is actually observed rather than your feelings about the incident.
4. Use performance terms to describe behavior.
5. Be careful about including information about other students (by name) in the
record.
6. Be aware that parents and other professionals will have access to the record.

What should be included in an anecdotal record?

Anecdotal records are usually recorded on preprinted forms to insure that all relevant
information is included. These anecdotal record usually includes the following:
1. Name of the observer
2. Date of the incident
3. Time when the incident occurred
4. Name of the student involved
5. A description of the incident
6. Location/setting where the incident occurred
 7. Notes/Recommendations/Actions taken (be careful here)
8. Signature

Sample Anecdotal Record Form

Reporting Information
The following are not specific techniques for observing behaviors, however they do
allow the observer to interpret the information that is gathered during the observation.
By calculating the percentage and average, a large amount of information about the
behavior's occurrence can be summarized briefly.

Percentage

Percentage is the ratio of the number of times an event occurs to the number of
possibilities for that event to occur times 100. For example, if we are interested in
determining the percent of math problems a student does correctly while completing a
math worksheet, and the student gets fifteen of twenty items on the sheet correct, then
the percentage would be the ratio of the number correct (15) and the number possible
(20) times 100 or 75 percent.

You may be familiar with using percentage in recording academic work, but
percentages are also used with observing behaviors. Following are some of the
observation techniques presented in this lesson, and how a percentage can be
calculated with the information gathered in the observation.
Time Sampling Reported as Percentage

Time sampling a technique which relies on observing behavior at specific intervals

during a predetermined time period. A specific time period such a ten minutes might
be divided into 10 equal intervals of one minute. At the end of each one minute
interval the paraeducator would record whether a specific identified behavior was
occurring. At the end of the ten minute period the number of intervals at which the
behavior was occurring divided by the total number of intervals times 100 will give
the percentage of time that the behavior was occurring. Using the same "being out of
seat" behavior, the paraeducator would mark on a recording sheet at each one minute
interval whether the student being observed was in his/her seat or out of his/her seat.
If the student was out of their seat at six intervals during the ten observations then it
would be determined that the student was "out of seat" 60 percent of the time.

Percentage may also be determined when observing behaviors of longer duration. If

we observe a student for ten minutes and record whether the behavior is occurring at
each minute, we can compute the percentage of observations (out of a possible ten)
that the behavior occurs. This is discussed further in Time Sampling. Percentage
might be a more effective method for reporting the extent of behaviors which are of a
longer duration, such as writing, thumb-sucking, or crying.

Duration Reported as Percentage

If the observation using a duration technique is done during a specific period of time,
the percentage of time that the behavior occurs may also be computed. All
occurrences and length of time the behavior occurred are recorded. For example, if
the behavior being observed was "being out of seat", the paraeducator could use a
stop watch to measure the number of minutes and seconds during a 30 minute period
in which the student was out of his/her seat. If the number of minutes and seconds is
divided by 30 minutes and taken times 100, the percentage of time that the student
was out of his/her seat can be determined.

Again, recording the percentage requires that the observer record the number of
possible attempts or opportunities divided by the number of times that the student
meets the criteria. The result is then taken times 100.

Average

Averaging Frequency/Rate

The frequency/rate of behaviors can be averaged across a number of observation

periods to determine the average. For example, if one looks at the student who calls
out without raising their hand during a class for a week, we can calculate an average
rate. If on Monday one tallies 17 times, 5 times on Tuesday, 8 times for Wednesday, 9
times on Thursday, and on Friday one tallies 11 times, then the average frequency is
calculated as follows:

Average Frequency = 17+5+8+9+11 = 50 times total

50 times / 5 observations = an average of 10 times per observation
The following form can also be used for recording and computing the average rate of
behavior over a number of observation periods.

INSERT NEW CHART HERE

Average Rate Calculation Sheet of Behavior

Observations
1 2 3 4 5 Total
Count
Length
Rate (Count/Length)
Average Rate
Total Count/Total Length

Averaging Duration

The duration of behaviors can be averaged across a number of observation periods to

determine the average. For example, if we look at the student who sucks his or her
thumb during school for a day, we can calculate the average duration for the time they
are observed, as follows:

If the student sucks their thumb for 10 minutes, 7 minutes, 4 minutes, 3 minutes, then
one calculates the average duration of thumb sucking as follows:
Average Duration = 10+7+4+3 = 24 minutes total

Divide 24 minutes / 4 individually observed incidences = an average of 6 minutes

One can summarize that she or he sucks their thumb on the average six minutes at a
time.

Summary
Although the techniques and strategies for recording behavior are not difficult,
carefully developed procedures and practice are essential in gathering accurate data.
The following guidelines may be helpful:
1. Describe as precisely as possible the behavior you are recording before you
begin to record it. Discuss examples of the behavior to make sure that you
have the same understanding of the behavior as the teacher.
2. Prepare the recording technique ahead of time. Make sure you are familiar
with the form and the method for recording.
3. Carefully observe the time limits and time intervals used in recording.
4. Try to prepare so that you need to make the fewest judgments while recording.
Record the behavior every time it occurs, regardless of how much it occurs.
For example, if you are recording how often a student touches other students,
you should record all touches whether they are gentle or hard. If you can't tell
whether a behavior fits the criteria you and the teacher need to further refine
the criteria so that it matches the intent of the observation and is observable
and measurable.
Lesson 5:
Charting Student Performance
Behavior observation data is often graphed because it makes it easier to quickly
review the data and to see changes in student behavior or performance. After a
number of observations have been made, the result of each observation is marked on
the chart. Numerous observations can be quickly summarized on one chart. Charts are
also beneficial for providing information and feedback to students and parents.
Teachers often utilize paraeducators to maintain updated copies of performance charts
in students folders.

Charting Frequency Data

The graph has two axis. The vertical axis is used to record the frequency of the
behavior which is being observed and the horizontal axis is used to indicate the
observation period on which the frequency data was recorded. In the example below,
on the first day of the observation the paraeducator observed a student ask the teacher
for help 35 times, on the second day the student asked for help 25 times, on the third
day 20, on the fourth day 15, and on the fifth day 10 times. A vertical axis was created
which would accommodate the range of frequencies (In this case from zero to 35
times). Marks are created on this axis to indicate the number of times the behavior
was observed. In this case, one mark indicated one observation. For each five marks
the number of marks was indicated to the left of the vertical axis.

A horizontal axis was created with an interval for each day of the observations. A
mark is placed on the chart for each day's corresponding frequency. Often a line is
used to connect these points and indicate a trend in the performance or behavior.
Labels are provided for the vertical (Frequency) and horizontal (Days) axis.
The number of observations and the length of the observation period is determined by
how the data was collected and the number of observations which occurred.

Charting Percentage Data

Percentage data is charted in much the same manner as the frequency data described
above. The only change is that the vertical axis now indicates percent rather than
frequency. In the example below the scale for the vertical axis ranges from zero to 100
percent. This may be adjusted but must be large enough to include the entire range of
percentages for all observations.

Providing Additional Information on the

Chart
When changes are made in the instructional program, classroom organization, or
behavior management program these are often noted on the chart by a vertical line.
The teacher can then easily compare performance before and after the change. If more
than one change occurs then a vertical line is provided for each change and the nature
of the change is noted. The chart below provides an example where after the third
week of recording, the student was provided an extra 15 minutes of practice time each
week to study the spelling words.
Charting Multiple Behaviors or Students
Simultaneously
Sometimes comparisons between students or behaviors are of interest. When this is
the case, data from more than one set of observations may be included on the same
chart. After the first set of data is plotted, a new set of points and a connecting line is
drawn on the chart for the second set of data. Often a different color or symbol is used
to help differentiate the two sets of data. In order for this to work properly, the data
from the second observation must match the scale used on both the vertical and
horizontal axis.
Other Examples
Charts can also be used to display the results of observations based on the duration of
behavior. In the following example, the scale of vertical axis is minutes. For each day
of the observation the number of minutes the behavior occurred is noted and a line is
used to connect the points. From this graph it can quickly be noted that the duration of
the behavior has decreased over the five day period during which the observations
were done.

Activity 1:
Observable and Measurable Behavior Activity
First Last
Name:

Email address:

Please provide us with information about how you are participating in the program.

Section/Site:

Position:

Define the following terms so that they are both observable and measurable. Imagine
that you see these behaviors while working with small groups of students. How could
you report back to your teacher what you saw in both observable and measureable
terms. Please be as specific as possible with your description. This will help ensure
that the behavior is both observable and measurable.

1. Talking out:
2. On-Task:

3. Teasing:

4. Arguing:
 5. Good Sitting:

6. Day Dreaming:

Optional Activity: Observation Learning Activities

Description

The following activities are optional activities designed to help you learn and practice
behavior observation skills. These activities utilize quicktime movie clips of students
working in a small group setting. Use the clips to practice observing and recording
specific behaviors. Each video clip is downloaded by clicking on the link.
Downloading the movie clips can take a considerable amount of time on a slow
connection.

In order to view these clips you must have your web browser set up properly, your
computer must be capable of viewing quicktime movies, and you must have an
application which plays quicktime movies such as Movie Player.
These activities are optional due to the experimental nature of using video over the
World Wide Web. Certain requirements exist for your computer in order to view these
movies. If you wish to continue with the activities, follow the guidelines below.

Requirements

 Fast connection to the World Wide Web

i.e. if you are using a modem, it might take about 1 hour to download
the movie depending on how fast of a modem you are using.
 Quicktime version 2.5 properly installed.
 Quicktime plug-in 1.1 properly installed into your Plug-ins folder for your
web browser.
 Computer with a reasonable amount of memory.
Optional Activity: Behavior Observation

In this scene students are working at their seats in a classroom setting. You should use
this video clip to complete practice activities one, two and three. Watch the movie first
to become familiar with the student's names. The seating chart available describes
who is sitting where. After you have watched the movie the first time, scroll down to
the first activity. Read the instructions for that activity, then scroll back up to the
movie. Watch the movie and scroll back to that activity to record your answers. When
you are finished with that activity, scroll down to the following activity.

TIME: 1:30
DESCRIPTION: Students are seated in pairs at tables arranged from the front of the
room to the rear. They are working individually at their seats
completing division problems on a math quiz.

The movie should start playing automatically before the entire movie has been
downloaded. The bar below the movie should turn colors from grey to black as the
movie downloads. The movie is finished downloading when the bar is completely
black.

The controls for the movie are beside the bar that changes color. To start playing the
movie, press your mouse on the sideways triangle. That triangle will then turn into an
up & down equals sign becoming the stop button. To adjust the sound level, press
your mouse on the megaphone button (to the left of the start/stop button). Now move
your mouse up or down while pressing the megaphone to adjust the sound level.

When you are satsified with the sound level, release your mouse. If you have watched
the entire movie, and you wish to see it again, press on the play button. The movie
should start from the beginning. If you are halfway through, and wish to stop to write
something down, press the stop button, do what you need to do, then repress the play
button. It will start where you left off.
Please enter your name and email address below

First Last
Name:
Email address:

Please provide us with information about how you are participating in the program.
Section/Site:
Position:

Part One
ACTIVITY: 1. Watch the video clip and identify at least two behaviors you feel
might be significant

2. Write a description of these behaviors that are in observable and

measureable terms.

Part Two
ACTIVITY: 1. Watch the video clip and count the number of times Christi raises
her hand.

2. Record the frequency in the form below and submit your answer.
Part Three
ACTIVITY: 1. Watch the video clip and count the number of times Belinda looks
at the ceiling

2. Record the frequency in the form below and submit your answer.