29 Dec Alex is a 25-year-old individual with developmental disabilities residing in a group home setting. Alex has been diagnosed with autism spectrum disorder and

Case Studies

Alex is a 25-year-old individual with developmental disabilities residing in a group home setting. Alex has been diagnosed with autism spectrum disorder and presents with two significant problem behaviors: aggressive outbursts and self-injurious behaviors (SIBs). Aggressive outbursts can often last for several minutes or beyond and include behaviors such as hitting, kicking, and yelling. These behaviors frequently occur when Alex transitions between activities or when there are disruptions in their immediate environment (such as other individuals yelling, playing loud music, or clapping). Alex’s SIBs include skin picking until they bleed or biting themself on the hand, wrist, or arm. SIBs can often be observed when Alex does not get their way or when they seem to be experiencing increased levels of anxiety or frustration. These behaviors pose a concern to Alex's safety and impact the overall quality of life for Alex and fellow residents and staff in the group home.

Mickelle is a 3-year-old little girl with Down syndrome who is enrolled in a home-based early intervention program. Her parents are concerned about her inability to communicate her wants and needs effectively. While she has a few words, such as “Mama,” “Baby,” and “Bye Bye,” she is not able to mand for items or tact many items in her environment. In addition, she frequently throws temper tantrums, where she flops to the floor, bangs her head on the ground, cries loudly, and kicks her feet. Her parents also note that Mickelle does not sleep well. She will only stay in her room briefly before coming out to be with her parents. Her parents also report that Mickelle will come out of her room multiple times after being put to bed before she finally lays down and goes to sleep.

Duration Recording Sheet

Client’s Name: Date:

Observer Name:

Definition of Target Behavior:

Start Time	End Time	Duration of Behavior

Total Time Observed:

Total Duration of Target Behavior:

Percentage of Target Behavior:

Frequency Recording Sheet

Client’s Name: Date:

Observer Name:

Frequency Definition: Tally the total # of times a behavior occurs within a time period. Each attempt/success is considered one occurrence (tally) .

Definition of Target Behavior #1:

Definition of Target Behavior #2:

Time	Behavior #1	Behavior #2	Comment
Totals

*Please total the number of tallies at the end of the day.

*Please do not write comments on the interval areas, unless otherwise indicated.

Interval Data Recording Sheet

Client’s Name: Date:

Observer Name:

Frequency Definition: Put a mark within the appropriate interval to indicate behavior (only one mark, not # of times) in the appropriate column.

Definition of Target Behavior #1:

Definition of Target Behavior #2:

☐ Partial Interval Data

☐ Whole Interval Data

Time	Behavior #1	Behavior #2	Comment
Totals	/	/

*Please total the number of checks at the end of the day and write them above the percentage divisor.

*Please do not write comments on the interval areas, unless otherwise indicated

Latency Recording Sheet

Client’s Name: Date:

Observer Name:

Definition of Target Behavior:

Time of Cue	Time of Behavior Initiation	Latency (Elapsed Time)

Total Latency:

Cumulative Record Data Sheet Instructions

Directions:

1. Under the “ Date ” column, write the date the target behavior/skill was observed and data collected.

2. Under the “ Target Behavior/Skill ,” write down what behavior you recorded data for. Examples: self-injurious behavior, aggressive behavior, eye contact, manding, etc.

3. Under the “ Target Behavior/Skill ” column, record the total for the target behavior/skill that day.

4. The “ Cumulative Data Total ” column adds together the previous column’s data. If the data remains the same, that means there has been little to no progress on the behavior/skill. To gather this total, add the data from the “ Target Behavior/Skill Total ” column to the previous day’s cumulative total. That will provide the updated and current cumulative data total. See the example below for more details.

5. Write down, using observable and measurable terms, the target behavior/skill. This should be clear, like an operational definition.

6. Circle, underline, or highlight the data collection method for the target behavior/skill.

7. Record what the target behavior/skill mastery criterion is, using clear and concise language.

Target Behavior/Skill:

· Independently emitting a vocal mand for macaroni and cheese; staff should not present a verbal prompt of “What do you want?”.

Target Behavior/Skill recorded using (Circle One): Frequency Rate Duration

Target Behavior/Skill Mastery Criterion:

· 10 Independent mands for macaroni and cheese

Cumulative Data Total Example

Date	Target Behavior/Skill	Target Behavior/ Skill Total	Cumulative Data Total
2/28/24	Manding for Macaroni and Cheese	3	3 (No existing information, so the first number is the target/skill total.)
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