This is a tough one without applying the question to a specific learner. There are some instances where this information can be important. For example, if the challenging behavior is very severe (banging head on a table with enough force to cause a concussion), it may be important to know how often it is occurring compared to other milder forms. However, in many cases, data could be streamlined.

For example, assume that learner Kenny has three different reasonably mild forms of problem behavior that are used somewhat interchangeably to obtain the same outcome. It may be possible on most days in which data are being taken to collapse the forms into one category of problem behavior. Further, it may not be important to count instances. An interval of time might be set during which staff members are simply observing whether the behavior occurs during that interval of time. If it did occur they enter a plus on the data sheet for the first time interval. If it did not occur they enter a minus. This is called a partial interval recording session. Suppose that staff observed for ten 5-minute intervals. This is 50 possible intervals. If problem behavior occurred during 20 of those intervals the data could be summarized as 20 divided by 50 or during 40% of the intervals problem behavior occurred. In this data system, we don’t know exactly how many times the behavior occurred. However, we do have an estimate of its magnitude. For staff members, once a behavior occurs during an interval the recording period is complete and the staff member may direct his or her attention elsewhere.