Behavioral+Data+Forms

= Selecting a Progress Monitoring Tool for Behavior = Interactions with others Specific aggressive behaviors Leaving designated area Rate of work completion || Record every time a behavior occurs within a specific time period ||
 * Measurement Strategy ||  Use For  ||  Examples of Behavior  ||  Procedures  ||
 * [[file:Frequency data sheet.docx|Frequency]] and Rate Recording || Behaviors that are discrete and consistent || Noncompliance
 * ====== Duration Recording ====== || ====== Measuring behaviors where the goal may be to increase or decrease time behavior occurs ====== || ====== Tantrums ======

Task endurance
|| ====== Record length of time ====== ||
 * ====== [[file:combination frequency and intensity chart.docx|Intensity]] Recording ====== || ====== Measuring intensity ====== || ====== Tantrums ======

Specific aggressive behaviors
|| ====== Develop a three point scale based on student behaviors ====== || ==== For behaviors that are **discrete and consistent** (think noncompliance, kicking, hitting, leaving designated area), you may want to measure frequency or rate of the behavior by tallying every occurrence of the behavior. One example of a frequency tool is a, where you mark your tallies according to time of day. This allows for us to analyze whether there are patterns to the behavior relative to time of day or a particular subject. ====
 * ====== Interval Recording ====== || ====== Measuring percentage of time a behavior occurs ====== || ====== Off task behavior ====== || ====== Momentary time sample: measure the occurrence of a behavior at the start of a predetermined interval ====== ||
 * ====== Antecedent Behavior Consequence [[file:ABC data chart.pdf|(ABC) Chart]] ====== || ====== Recording antecedents and consequences ====== || ====== Any behavior ====== || ====== Record antecedents and consequences ====== ||

==== For behaviors where the **goal may be to increase (stamina) or decrease (lenthy tantrums) the time the behavior occurs**, consider measuring. This is also useful for measuring latency (for example, length of time it takes a student to follow a direction or get started on work). ====

==== For behaviors that occur infrequently but are **intense**, (tantrums, disruptions), and the goal may be to decrease the intensity of the behavior, use an intensity scale that ratings. You could also consider tracking multiple behaviors on one data sheet by using letters instead of tallies. For example, T = throwing, H = hitting. This is helpful in becoming more targeted in your problem definition. ====