What data to record and when should it be recorded?

• A. What data to record and when (e.g., occurrences with timestamps)
• B. Data to record only at the end of the week
• C. Data that are irrelevant to the target behavior
• D. Data about staff schedules only

Answer: (A)

Tracking behavior effectively hinges on capturing exactly what happened and when it happened. In ABA practice, you log what you’re measuring and the timing of each record so you can see how often or how long the behavior occurs and how it changes over time. Recording data as the target behavior occurs (or at defined moments during a session) with precise timestamps lets you calculate important metrics like frequency, duration, and latency, and it supports making timely, data-driven decisions about the intervention.

For example, logging each instance of a tantrum with the exact time allows you to determine the rate and identify potential patterns or triggers. Waiting until the end of the week hides fluctuations and can delay adjustments. Recording data that aren’t related to the target behavior wastes time and doesn’t inform the plan, and data about staff schedules doesn’t tell you about the student’s behavior change.