Student replies- frequency, duration, and interval

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review the primary posts of your classmates and respond specifically and substantially (no less than 100 words) to at least two other students.

Student One

For each of the three most commonly utilized behavior recording procedures reviewed in this unit (Frequency, Duration, Interval), describe a fictional scenario and problem behavior that is operationally defined and would best be measured for each of them. Be sure to discuss specifics as to why a particular behavior recording procedure is best suited for that scenario and problem behavior.

Duration: A client named Jason is a 9-year-old boy who likes to play with his hands and put them in his mouth while at school. The target behavior is playing with his hands to escape work. I will use duration data to track the intervention on the behavior. Duration refers to how long a particular behavior lasts (Cooper et al., 2009). Duration fits this behavior because it is important to track the length of time that his hands are in his mouth when work is given to him. This data will be compared to data later taken when an intervention plan is put in place to stop this behavior. Comparing the data will help see if the intervention plan Is working.

Frequency: A client named Justin is a 13-year-old boy who has issues randomly blurting out random responses during class. The target behavior is blurting out answers to get attention from peers and teacher. I will be using frequency to track the data. Frequency refers to the number of times a behavior occurs during a particular time (Cooper et al,. 2009). This is important to track so we know how many times he has outburst and compare that data to the intervention data to see if the target has decreased.

Interval: Mike is a 7-year-old boy who has an IEP that requires him to do work for 5 minutes without talking. Talking to escape his work is the target behavior. I will use whole interval recording. Whole interval records how many times the behavior occurs in each interval over a length of time (Steege & Watson, 2009). This data will help track the length of time on each subject to see if there any specific subject that causes him to want to escape.

Choose one of the Indirect Assessment tools reviewed in Chapter 7 and discuss the behavioral principles that are being evaluated with that specific tool. Describe how that particular tool can be useful in teasing out potentially controlling variables and reinforcing stimuli associated with problem behaviors.

One of the tools used in conducting a FBA is Indirect assessment. The indirect assessment collects data through interviews, rating scales and screening questionnaires (Cooper et al,. 2009). Using indirect methods gives you more of an understanding why the client does the behavior. A tool used is the Individual Variables Assessment Form which is a recording form that is used during the preliminary phase of a functional behavioral assessment (Steege & Watson, 2009). Its use helps to detect and explain behaviors that inhibit undesired behaviors. This form asks question like medication changes, family problems and changes in the environment. Although this sometimes cannot give you the correct information, it will give you an idea on what is going on.


Steege, M. W., & Watson, T. S. (2009). Conducting school-based functional behavioral assessments: A practitioner’s guide (2nd ed.). New York, NY: Guilford Press.

Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied Behavior Analysis 2ndEdition. Pearson Education.

Student Two

Frequency, Duration, Interval

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Brenda Woods posted May 27, 2018 6:42 PM Subscribe

When defining a behavior, it is observed and measured action. For it to become a behavior objectively finding a measurable behavior is called and operational definition. The operational definition, example, Johnny screams loudly when the teacher tells the class to go to reading groups. The consequences, what (happened) or the condition that takes place, it follow a behavior, when a certain consequences, follow the behavior regularly and the behavior increase or decrease. it is call operant conditioning. Therefore, the consequences that increase a behavior overtime’s our call reinforces. The consequences that decrease a behavior over times are call punishers. When the delivery of a reinforce stops following a behavior, it is called extinction.

Topic 1: Frequency, Duration, and Interval

The three most commonly utilized behavior-recording procedures reviewed in the unit (Frequency, Duration, Interval). Frequency or events that is recorded when it is important to know when a behavior occurs. For example, the teacher observing Billy raising his hand, and shout out the answer five times without permission. Therefore, when the teacher is recording the event she/ he should we lose tally marks on a piece of paper. Therefore, the main key is to record the numbers of unobtrusively over a set period time to determine the frequent. On the other hand, when using duration recording it is important to know how long the person behavior occurs. For example, the teacher will record the total times or percentage of the person’s behavior when it occurred during a set time. Also it is important to measure the behavior, when it start and stop. Finally, the interval recording, focus on measuring the behavior such as every 10 minutes the teachers should record and measure the behavior at the beginning, and end of behavior. In addition, the teacher main goal is to reduce the student’s behavior. The latency recording, Measure the length of time of the stimulants and behavior. The teacher should use the method of latency to reduce the time it may take Billy to follow the teachers instructions by raising his hands and waiting to be called up on.

Indirect assessment reviewing the frequency of the person interrupting his or her teacher also the behavior it is maintain by contingency. For instance, Billy’s problem behavior may social negative reinforcement from escape, task demands the consequences is to remove the task. Therefore, the tools of indirect assessment that the teacher should focus on are indirect or verbal report assessment (because there is no direct observation). Also, behavior the can be maintain by forward contingency for instance inverted by (function) negative social reinforcement. The (antecedent) task demands, and the (consequent) taking the task away. The indirect assessment such as questionnaires, and rating scales focus on the person condition when it occurs; also, the rating skills could typically focus on a number of questions.


Steege, M.W. and Watson, T.S., (2009). Conducting School-Based Functional Behavioral Assessments: A Practitioner’s Guide (2nd ed.) New York, NY: The Guildford Press.

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