Information Brief

Direct Behavior Rating

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Data Collection Overview

It is often easy for educators to recognize when a student’s behavior is happening and how it is impacting the classroom. However, without data, educators might make incorrect assumptions about how frequently a behavior occurs or how long it lasts based on opinions, feelings, inaccurate recollections, or incomplete information. A systematic process for collecting and analyzing behavioral data in a consistent and accurate manner reduces this subjectivity. Additionally, it helps educators:

• Identify patterns related to when, where, and how behavior occurs
• Make informed decisions about how to address behavior
• Determine if behavioral supports and interventions have been effective
• Decide if an intervention should be continued, adapted, or stopped
• Monitor student progress over time
• Communicate behavioral progress to students, parents, and other school professionals

Operationally Defining a Behavior

To facilitate consistent and accurate data collection, educators must first develop an operational definition of the behavior—a clear and specific description of the behavior to be measured. Educators might collect data on the student’s engagement in a target behavior, replacement behavior, or both.

An operational definition should begin with a broad statement describing the behavior in terms that are:

• Observable—details what the behavior looks and sounds like, not what the student might be thinking or feeling
• Measurable—describes the behavior in such a way that it can be counted or timed
• Actively stated—specifies what the student does rather than what they fail to do

When operationally defining a behavior, it is also helpful to include specific examples and non-examples of the behavior. These additional details help clarify the definition by illustrating what constitutes a behavior when collecting data. Below are examples of operational definitions for a student’s target and replacement behaviors.

Direct Behavior Rating (DBR)

Educators can use a variety of methods to collect behavioral data in a systematic and consistent manner. One such method is Direct Behavior Rating (DBR), which combines student observation and rating scales. When using this method, educators observe the student during regularly scheduled periods and rate the extent to which the student demonstrates a target or replacement behavior using a predetermined scale. Educators can use DBR to collect data on one or more behaviors at a time but should rely on the operational definition of each behavior to provide the most objective ratings possible.

Steps for Implementation

After identifying and operationally defining the behavior to be measured, educators can use the steps below to collect DBR data.

1. Create an observation schedule: Schedule observations during times when the behavior is expected to happen and on a regular schedule (e.g., every day during math class, every time students are working independently). The length of observation periods can vary based on context and the behavior being monitored. Observation periods could be as brief as 15 minutes or as long as the entire school day.
2. Select or develop a rating scale: Ratings are typically scored on a numerical scale to measure one of the following dimensions:
   • Percentage of time the student was engaged in the behavior (0%–100%)
   • Intensity of the student’s behavior across the observation period (e.g., 0 = no behavior observed, 3 = mild, 7 = moderate, 10 = severe)
3. Conduct observations: Using the observation schedule developed in Step 1, monitor the student’s defined behavior while continuing their usual teaching activities.
4. Rate and record the behavior’s occurrence: As soon as the observation period is over (e.g., at the end of a lesson, after recess), mark the best estimate of the behavior’s occurrence using the scale created in Step 2. Ratings can be documented on paper forms, computerized systems, or mobile apps.
5. Organize the data: Organize the data in a way that supports interpretation and decision-making. For example:
   • Numerical data from multiple days or weeks can be entered into a simple table or chart for comparison.
   • Plotting the data on a line graph supports visual analysis of changes in the amount, severity, or consistency of the behavior over time.

Tips for Implementation

• To collect more objective data and avoid bias, create a DBR scale that uses numbers (e.g., 0%–100%) to measure the extent of a behavior rather than a categorical scale (e.g., never, rarely, sometimes, often, always). Because collecting DBR data is designed to be quick and nondisruptive while teaching, rely on mental notes during the lesson and quickly record your rating immediately afterward.
• For the most accurate data, assign a consistent person to observe and rate the student’s behavior during each class period or activity. For example, have the math teacher always record DBR data during math class, rather than having a paraeducator record on some days and the math teacher on others.
• Add brief written notes about the nature of the observed behavior alongside the numerical rating to provide additional description or context.
• Calculate the average DBR rating across days or time periods to reveal patterns of behavior.

Sample Direct Behavior Rating Recording Form

Directions

1. Complete the information at the top of the form.
2. For each observation period, complete the date, start and end times of the observation, observer, and activity.
3. At the end of each observation, make a mark on the rating line to indicate the approximate percentage of the time interval the student demonstrated the behavior.

This template is adapted from Chafouleas et al. (2010).

For information about other data collection methods as well as graphing data, visit the following IRIS Case Study:

• Measuring Behavior