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Put a handful of pennies, paper clips, or other markers in one pocket. Each time the behavior occurs, move one marker to the other pocket. Count the number of markers moved during the observation session and record on the data sheet. Interval recording documents whether a behavior occurred during a particular period.
Frequency forms (tally charts) are great for behaviors that happen often. They work best for behaviors like calling out, interrupting, or moving around the classroom. ABC forms are great for more intense behaviors like tantrums, eloping the classroom, hurting classmates or staff, etc.
Collect data about what the child does and says, the environment, what happens before and after the behavior, and how often the behavior occurs.
How Do You Measure Behavior? Count. Rate/ frequency. Duration. Response latency. Inter-response time (The time between two responses or, more strictly, from the beginning of one response to the beginning of the next)
Describe the student behavior problem in detail and list dates and situations in which it occurred. If the problem is something new, tell the parent that you are concerned that there may be factors that are causing the student to act disruptively. Ask if the parent might be aware of any such causes.