The Two Types of Data You Need for Behavior (and Why Both Matter)
When teachers talk about “behavior data,” they’re often talking about very different things, without realizing it.
What comes to mind when you thinking of “behavior data?” Most of the time, teachers think of ABC data collection or collecting the frequency of the behavior.
Those are both absolutely correct and useful tools when it comes to understanding a behavior. The thing is, they’re actually answering two very different questions:
- Why is this behavior happening.
- Is this behavior getting better, worse, or staying the same?
In special education classrooms, you usually need both.
Whether your goal is completing an Functional Behavioral Assessment, monitoring a behavior IEP or Behavior Intervention Plan goal, or just making sense of what’s happening in your classroom, understanding these two types of behavior data makes everything clearer and more manageable.
What Are the Two Types of Behavior Data?
Broadly speaking, behavior data falls into two categories:
- Diagnostic behavior data (Why is the behavior happening?)
- Progress monitoring behavior data (Is the behavior changing over time?)
These data types serve different purposes. And understanding which to use can help clarify so much for you, as it’s a major point of confusion when we throw around “FBA” and “progress monitoring” and “data based decision making.”
So, let’s make it clear.
What Is Diagnostic Behavior Data?
Diagnostic behavior data is used to understand why a behavior is occurring.
This type of data is most commonly associated with:
- Functional Behavioral Assessments (FBAs) and Behavior Improvement Plans (BIPs)
- Behavior problem-solving teams
- Early stages of behavior intervention planning
- Writing the present level of performance
Common diagnostic behavior data methods include:
- ABC data (Antecedent–Behavior–Consequence)
This is writing down exactly what’s happening before and after the behavior. When we collect a few examples of how the behavior happens in context, we can make a good guess at what’s setting it up (antecedent) and what’s reinforcing and keeping the student doing it again (consequence). ABC data is the most important when we are trying to figure out the function so that we can plan interventions that will actually work.
- Scatterplot data (time-of-day or setting patterns)
Scatterplots are simple to use tools that just record when and where the behavior is most likely to happen. This helps us figure out why it’s happening and where we need to put our resources and support to change the behavior. - Anecdotal or observational notes
These are the first hand accounts of exactly what happened, so we can look for little details and patterns that help us figure out how it all fits together.
What questions does diagnostic data answer?
- What happens right before the behavior? What in the environment is setting this behavior up?
- What happens right after the behavior? What is reinforcing this behavior to keep happening?
- When and where is the behavior most likely to occur?
- What might the student be getting or avoiding? What is the function?
Why do we need Diagnostic Data?
Without diagnostic data, you don’t know why the student is using the behavior. That leaves you left guessing at what interventions and strategies to use. For example, if a child is screaming in class, you could address it by asking them to stop screaming or holding up a “Quiet please” sign. But, if they’re goal is to get your attention, this is only going to make the behavior more likely, because it’s working to get you attention.
Here’s the great thing: once you know the function of the behavior, you don’t need to keep taking diagnostic data. You can move onto creating an intervention and putting supports in place.
That’s when things shift to progress monitoring data.
What Is Progress Monitoring Behavior Data?
Progress monitoring behavior data is used to track whether a behavior is improving, getting worse, or staying the same.
This type of data is commonly used for:
- IEP goals
- Goals on a Behavior Intervention Plan (BIPs) following an FBA
Common progress monitoring behavior data methods include:
- Frequency or rate data
Simply counting how many times the behavior happens in a timeframe. - Duration data
Timing how long the behavior lasts. - Latency data
Timing how long it takes for a student to start or stop a behavior after a cue. - Interval or momentary time sampling
Recording if the behavior was or was not happening at a given point in time.
What questions does progress monitoring data answer?
- Is the behavior happening less often?
- Is it lasting for a shorter amount of time?
- Is the student responding more quickly?
- Most importantly: Is the intervention working?
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Do You Need Both for Behavior?
Often, yes, especially in special education or when a behavior is tricky.
- Diagnostic data helps you choose the right intervention.
- Progress monitoring data helps you know whether that intervention is working.
For example:
- You might use ABC data to identify that a behavior is maintained by escape.
- Then, you would use frequency or duration data to track whether the behavior decreases once supports are in place.
Remember, once you know the function, you can stop taking diagnostic data and move onto progress monitoring how the intervention is working.
If you skip diagnostic data, you may start using ineffective interventions.
If you skip progress monitoring data, you may keep using ineffective interventions for a long time.
Is this for FBAs or IEPs?
The answer is both, but at different stages.
- FBA-focused behavior data relies heavily on diagnostic methods. That’s the whole point in a Functional Behavioral Assessment. It’s to diagnose the function of the behavior.
- IEP-focused behavior data relies on progress monitoring methods to make sure that the services and accommodations are working.
However, you will likely need diagnostic data to initially decide on what interventions will work best.
Understanding the difference helps you choose the right data without collecting everything all the time.
Final Takeaway
Behavior data isn’t one-size-fits-all.
In special education classrooms, you generally need:
- diagnostic data to understand why a behavior occurs, and
- progress monitoring data to see whether it’s changing.
When you match the data type to the question you’re trying to answer, behavior data becomes clearer, more useful, and far less overwhelming.
In upcoming posts, we’ll break down each of these data types, including when to use them, how to collect them efficiently, and how to avoid common mistakes.
Frequently asked questions about behavior data collection in special education
Can diagnostic data be used for IEP progress monitoring?
No. Diagnostic data explains why a behavior happens. Progress monitoring data shows whether it’s changing.
What is behavior data in special education?
Behavior data in special education is information collected to understand why a behavior occurs and whether it is changing over time. It includes both diagnostic data (used to identify function) and progress monitoring data (used to track improvement). Which type of data you use depends on your goal.
What is the difference between diagnostic and progress monitoring behavior data?
Diagnostic behavior data explains why a behavior is happening, while progress monitoring data shows how it is changing over time.
When should teachers collect ABC data?
Teachers should collect ABC data when the function of a behavior is unclear or when starting an FBA. ABC data is not meant for long-term progress monitoring once an intervention is established.
What type of behavior data is best for IEP goals?
Progress monitoring data such as frequency, duration, rate, or latency is best for IEP behavior goals because it shows change over time and can be graphed to support data-based decisions
