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Event Recording

This document provides information on event recording, a method used in functional behavioral assessments to count and track behaviors. Event recording is appropriate when behaviors have a clear start and end, and do not occur at a high rate. Behaviors can be tracked using tally marks, moving objects between pockets, or a wrist counter. An example shows tracking a student leaving their seat during class time over five days using tally marks. The procedures involve defining the behavior, recording the date, time, and tally marks when the behavior occurs, and totaling the marks each day.

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70 views1 page

Event Recording

This document provides information on event recording, a method used in functional behavioral assessments to count and track behaviors. Event recording is appropriate when behaviors have a clear start and end, and do not occur at a high rate. Behaviors can be tracked using tally marks, moving objects between pockets, or a wrist counter. An example shows tracking a student leaving their seat during class time over five days using tally marks. The procedures involve defining the behavior, recording the date, time, and tally marks when the behavior occurs, and totaling the marks each day.

Uploaded by

Harry Jr.
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Functional Behavioral Assessment

Assessment Information: Event Recording (i.e. Frequency/Behavior Count)-Description,


Procedures, and Example
When the behavior that you are looking at can be easily counted , event record ing may be the best method to use, as it
does not require too much effort and may not interfere with ongoing activities . A behavior can be easily counted when:

• The behavior has a clear beginning and end so that you can easily tell when the behavior starts and when it ends, and
• It does not happen at such a high rate that it is hard to keep track of.

There are several ways to keep track of behaviors as they occur: You can use a wrist counter; put paper cl ips , pen­
nies , or buttons in one pocket and move them to a different "target" pocket as each behavior occurs ; or make tally
marks on a piece of paper. To obtain the total number of times that the behavior occurred , at the end of your observa­
tion time , you would either look at your wrist counter or add up the number of items in the "target" pocket, or the num­
ber of tally marks. This form uses tally marks. However, you can choose a different method to keep track of behaviors
as they occur.

Examples of behaviors that you can measure by counting include leaving one's seat, raising one's hand , yelling out
an answer, asking to go to the bathroom , being on time .

Procedures
• Write down the behavior that you w ill be looking for and its definition.
• Every time that you are "on the look out" for the behavior
• Write down the date.
• Write down the time .
• Make a tally mark every time that the behavior occurs. (If the behavior does not occur, make sure to enter a zero.)
• At the end of your observation period , total the number of tally marks for that day. (If you are using a different
method to keep track of behavior, enter the number in the total column.) (This is what you graph.)

Example
Behavior: Leaving seat during class time
Behavior Definition: Being at least one foot away from desk/seat during class , anytime· after tardy bell rings. Includes
times when student has asked for permission to leave seat.

One Tally for Each Time Total Number of Times


Date Time the Behavior Occurs Behavior Occurred

11 /5 1-2 PM tt-W 7
11/6 1-2 PM 4
11 /7 1-2 PM r-t--4-L 6
11/8 1-2 PM r-t--4-L 5
11/9 1-2 PM i-t-w. 11 1 8

FIGURE 8.9
Source: Information from Tiegh i (2003) . Reprinted by permission .

interval, partial interval, and momentary sample long a behavior lasts (measured in seconds, minutes, or
recording is shown in Figures 8.10 through 8.12. hours). An example is shown in Figure 8.13.
Tinie-based recording refers to the measurement Latency refers to the tim e elapsed b etween an
of the temporal aspects of behavior such as duration, environmental event and the start or end of a specific
latency, or interresponse times. Duration refers to how behavior (e .g., the end of teacher directions and

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