Event/Frequency Recording - An exact count of how many times a specific behavior occurs (i.e. Mary gets out of her seat five times without permission during math seat work).
Event or frequency recording is used by observers who are interested in counting the number of times a behavior occurs. A tally is made each time the student engages in the target behavior. This count is made within a specified time, such as a 30-minute math session.
Event recording is usually the method of choice when the teacher wants to increase or decrease a behavior. To use event recording, the behavior must be observable and have a clear beginning as well as a clear ending.
You can’t use event recording when the behavior is occurring at such a high rate that an accurate count is impossible, such as pencil tapping, or when the behavior occurs for extended or variable amounts of time, such as out-of-seat behavior.
Examples of ways to collect Frequency/Event Data
Date:
Dec 1
Student:
Marion
Class activity: Class Discussion about civil war
Observer: Merry Janes
Behavior: Talks out
in class discussions without raising hand
|
|
Tally
of occurences |
Comments and Observations |
|
|
10:00-10:10 |
0 |
Beginning of class discussion teacher calls on M. and
after M.’s comment says, “That’s an interesting idea as to why the author
wrote that.” |
|
|
10:10-10:20 |
/ |
|
|
|
10:20-10:30 |
// 0 |
Teacher calls on M once, but ignores second time M.
raised his hand twice but teacher did not call on her. |
|
|
10:30-10:40 |
/ |
M. starts to do other things |
Observations of Juan’s Communication with Peers (Event
Recording)
Student: Juan
Date:
Week of September 5 to September 16
Behavior:
Juan talks to other students spontaneously
Observer: Merry Janes
|
Schedule |
|
1/6 |
1/7 |
1/8 |
1/9 |
1/10 |
1/13 |
1/14 |
1/15 |
1/16 |
1/17 |
|
Morning Circle |
8:30-9:00 |
0 |
0 |
0 |
0 |
1 |
0 |
2 |
0 |
0 |
0 |
|
Reading |
9:00-10:00 |
0 |
0 |
0 |
1 |
0 |
3 |
0 |
0 |
0 |
0 |
|
Play |
10:00-10:30 |
2 |
0 |
1 |
0 |
2 |
0 |
0 |
2 |
3 |
1 |
|
Snack |
10:30-10:50 |
0 |
1 |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
1 |
|
Writing |
10:50-11:15 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
1 |
0 |
|
Math |
11:15-11:45 |
0 |
0 |
0 |
0 |
0 |
1 |
0 |
0 |
1 |
0 |
|
Getting Ready to Go Home |
11:45-12:00 |
0 |
0 |
0 |
0 |
2 |
0 |
0 |
0 |
1 |
0 |
|
Waiting for Bus |
12:00-12:10 |
0 |
1 |
0 |
0 |
0 |
1 |
0 |
0 |
0 |
1 |
Your Assignment
For your assignment in this class, you will do at least thirty minutes of frequency/event recording. If you have access to a classroom, that would be the best place to do this observation. The teacher may even have a specific behavior she wants you to record. You must get permission from the teacher, but don't need to get it from the parents as your data will not be used to make any decisions. If you do not have access to a classroom, try to take data on your own children doing homework, eating, playing, something where they will exhibit a specific behavior more than one time. You may have a problem behavior with them that you want to take data on! If you do not have access to children at all, take data on your roommate, spouse, co-worker, another student in a class, anyone that is likely to repeat a behavior more than once. Try to pick a problem behavior that might need to be changed.
Once you have decided on a person and a behavior, watch for awhile and then try to write a behavioral definition of the behavior (as I talked about in the Defining Behaviors in Behavioral Terms section of Week Three). If you have trouble or aren't sure about it, ask me in the questions and concerns threaded discussion area. Then try to take data. You may find that you have to go back and revise your definition once or twice. You need a minimum of 30 minutes of data with your final definition. You can keep track of your tally's and observations of antecedents and consequences in any way that suits your style. I do want to see the rough data sheet.
Once you have completed taking the data, you need to write up your observation assignment and send it to me for evaluation. The format for all of the observation assignments will be posted in an announcement and also on my web site under SPED 311. www.msubillings.edu/lchristensen