Classroom Observation

Types of Observations and Recording Techniques

One of the most common ways to observe and record a behavior is to use a frequency count, which is when the observer counts the number of times the behavior occurs over a period of time. Counting the number of times a student speaks without raising his or her hand is an example of a frequency count. Duration recording, another type of observation technique, is when the observer determines the amount of time an event lasts. For example, how long a student is out of his or her seat. When an observer wants to determine how long it takes for a student to complete a task that was assigned, he or she would use a latency recording technique. An example of this form of observation is documenting how long it takes a student to begin an assignment once it is given in class. In addition, there are occasions when the best way to evaluate behavior is to determine its level or intensity. For example, a student might consistently have a tantrum that lasts four to five minutes each day, but the level (or intensity) of the tantrum may vary. Intensity recording is the type of observation strategy used in this situation. The observer typically makes a judgment about the intensity of the behavior based on a scale that may range from 1 to 10 or 1 to 100, depending on the observer's choice. Therefore, after observing a behavior (in this example, a tantrum), the observer rates the intensity as a “2” if the level was low or an “8” if the level was high. These judgments are made by the observer and should be coupled with written examples of the behaviors in order to contextualize the rating score. It is important to note that intensity recording is usually completed by the teacher because most “strong” behaviors, such as a tantrum or a fight, are few in number, and, therefore, are difficult for an observer to notice in a single sitting. Thus, a school psychologist typically assists the teacher in creating the rating scale and the teacher completes the observation.

Anecdotal recording, one of the more common observation approaches used by teachers in schools, is a technique where the observer writes a description of the behaviors of interest. This scripted documentation is typically completed after observing a student misbehave. For example, if a student being observed walks across the classroom and knocks another student's books off of his or her desk, the observer would write this out in sentence form and document the time and date. As noted, anecdotal recording is commonly used by teachers who will document the behavior after it has occurred as part of their daily activities.

A-B-C observation (also known as antecedent-behavior-consequence observation) is also a popular approach to use when viewing student behavior. The observer typically uses a sheet of paper where lines are drawn to separate the paper into three equal columns. The left column is for the antecedents, the middle is for behavior, and the right is for consequences. The observer watches the target student, documents behaviors of interest (usually a misbehavior), and then documents what happens right before the behavior occurs (antecedent) and what happens right after the behavior occurs (consequence). For example, an observer in a fourth-grade classroom noticed when the teacher announced it was time for the students to put their books away and sit quietly, a student responded, “Great! It's time for lunch!” which was followed by laughter from other students. Using the A-B-C observation strategy, the teacher's comments would be described as the antecedent (A), the student statement, “Great! It's time for lunch!” is the behavior (B), and the student laughter is the consequence of the statement (C). Continuing with this scenario, the teacher may respond to the “Great! It's time for lunch” comment by saying, “Tommy! Don't talk out in class!” which is followed by Tommy responding, “It wasn't me!” Thus, the teacher's comment would be both the consequence (C), because it followed the behavior and the antecedent (A) for the next student statement (It wasn't me), which is the next behavior (B). The A-B-C approach is a preferable strategy to use when attempting to find a pattern of behavior that occurs in relation to either an antecedent or a consequence.

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