Escambia County School District
Positive Behavior Interventions and Supports

FREQUENCY and RATE DATA

These methods involve counting the number of times a behavior occurs in a specific time
period. Use these methods if the behavior can be easily counted and the behavior has a clear
beginning and end. Do not use these methods if the behavior is occurring at such a high rate
that an accurate count is impossible (e.g., pencil tapping) or the behavior occurs for extended
periods of time (e.g., 2 tantrums, but the duration of each tantrum is one hour).

A frequency measure should be used only when the length of observation time is consistent
from day to day (e.g., always 2 hours). A rate measure should be used if the length of observation time varies from day to day (e.g., 60 minutes on Monday, 300 minutes on Tuesday).

Daily Frequency or Rate

Weekly Frequency or Rate

Monthly Frequency or Rate

Frequency or Rate within 30 Minute Intervals

Frequency or Rate within Daily Activities or Routine

DURATION DATA

This method documents the length of a behavior by recording the time the behavior begins and
ends. Use this method if your primary concern is the length of time the student engages in the
behavior and the behavior has a clear beginning and end. Do not use this method if the behavior
occurs at a high frequency or the behavior starts and stops rapidly.

Duration Data Sheets

Duration Data - Version 1

Duration Data - Version 2

INTERVAL DATA

The observer divides the observation period into a number of smaller time periods or intervals,
observes the student throughout each interval, and then records whether the behavior occurred or
not in that interval. This method is considered a partial interval method and it is useful for
understanding how behaviors are distributed across an observation. Use this method if the
behavior occurs at a high frequency or if the behavior occurs continuously. Do not use this method
if the behavior is a low frequency behavior.

Interval recording often takes less time and effort, especially if the behavior occurs at a high
frequency, because the observer records the behavior only once during the interval, regardless of
how many times the behavior occurs. However, interval recording only provides an estimate of the
actual number of times that a behavior occurs. If the intervals are too long (e.g., 1 hour), the
results can overestimate the frequency of behavior. The shorter the interval, the more accurate
representation of how often the behavior is occurring.

15 Minute Intervals - Daily

30 Minute Intervals - Daily

30 Minute Intervals - Weekly

Activity/Routine Intervals - Daily

30 Minute Interval Peer Comparison

LATENCY DATA

Use latency recording if you are interested in measuring the time that it takes for the student to respond to a prompt. For example, if a teacher makes a request for a student to put an activity away, the observer would be interested in the length of time it takes for the student to comply with the request. Use this method if the opportunity and the behavior have a clear beginning and end.

Examples of behaviors where you might want to measure latency include how long it takes to go
sit at one’s desk, how long it takes to take out materials, how long it takes to begin writing, etc.

Latency Data - Version 1

Latency Data - Version 2

BEHAVIOR RATING SCALE (BRS)

The BRS is a team-developed measure to assist in collecting data on the student’s targeted behaviors. The BRS is a simple, flexible, easily adjusted tool for daily data collection. There are three key areas to be addressed when developing the BRS. First, the team must have well-defined, operational definitions for each target behavior. Second, they will need to decide on the best method for measuring those behaviors by focusing on the area of greatest concern; how often the behavior occurs, how long the behavior lasts, or the behavior’s intensity. Finally, the team will need to establish appropriate anchor points for recording the target behaviors. It is essential for the team to determine the most effective and accurate way to measure and record the student’s behavior since the information obtained throughout the data collection process will allow the team to make appropriate decisions when completing the functional behavior assessment and developing the behavior intervention plan.

Behavior Rating Scale - Overview

Behavior Rating Scale - Blank

Behavior Rating Scale - Example

MOMENTARY TIME SAMPLING (MTS) DATA

With this method, data are collected only at the exact moment that timed intervals end, rather than requiring continuous monitoring and data collection of the behavior for an entire period of time. These moments are generally spaced equally over an observation period. This method is recommended to collect data over long periods of time, and the intervals are usually minutes (e.g. 5 minutes) in length. This method is practical when teachers are required to simultaneously teach and collect data. It is also a good method if the teacher is interested in group performance (multiple behaviors of multiple students). However, time sampling can often underestimate the occurrence of behavior if the intervals are set too long. For instance, if there is a 30 minute period of time without any momentary time sampling, the likelihood of recording an instance of behavior during the time sample at the end of that 30 minute period is slim. This will often result in a lower level of behavior than what is actually occurring. It is best to use shorter intervals (e.g. < 5 minutes) to capture an accurate account of the behavior.

Time Sample - Single Student

Time Sample - Multiple Student

TIER 2 BEHAVIOR PROGRESS REPORT (BPR)

The Behavior Progress Report is a progress monitoring tool for students receiving Tier 2 interventions. It should not be used for intensive progress monitoring with a positive behavior intervention plan. The BPR allows educators to specify up to three target behaviors for each student; these target behaviors could reflect the school-wide expectations, or they could be individualized for each student. The BPR can be amended to allow for self-monitoring of target behaviors, and for school-specific information as well.

The BPR tracks teachers’ perception of target behaviors as they occur throughout the day. Students can earn up to three points during each interval (class period, instructional time, etc.) for displaying or not displaying behaviors. At the end of the day, the number of points earned is divided by the total number of points possible for the day, to get the Percent of Points Earned, which is recorded in a progress monitoring graph for each student. This information allows intervention teams to see how well the intervention is working for each student.

BPR Form - Regular Version

BPR Form - Primary Version