Whole interval recording examples demonstrate how observers mark ongoing behaviors throughout equal time segments. This time sampling technique is common in ABA therapy for autism and related conditions to estimate behavior duration and patterns. Parents, educators, and ABA therapists use this method to monitor engagement, focus, and other continuous behaviors. This article offers a clear overview, step-by-step guidance, and real-world scenarios across therapy, school, and home settings.
Understanding Whole Interval Recording
Interval Recording Overview
Interval recording is a time sampling method that breaks an observation period into equal segments. During each interval, the observer notes whether a target behavior occurs for the entire segment. This approach provides an estimate of how long a behavior lasts rather than simply counting its frequency. It is especially useful for continuous behaviors that are hard to tally one instance at a time.
Definition of Whole Interval Recording
Whole interval recording requires that the behavior occupy the entire interval to count as an occurrence. Observers mark an “X” if the behavior persists for the full segment, or an “O” if it does not. After the session, they calculate the percentage of intervals in which the behavior was present. For example, if a student reads continuously during six of ten intervals, engagement is documented as 60%.
https://www.youtube.com/watch?v=mrNjv_ZuA9w
Preparing Observation Sessions
Selecting Target Behaviors
Choosing the right behavior is the first step. Ideal candidates are ongoing actions like reading, writing, or sustained attention. The behavior should have a clear start and be observable throughout each interval. Observers should define the behavior in concrete terms, such as “hands on desk and eyes on work,” to ensure consistent recording across sessions.
Choosing Interval Lengths
Interval length influences accuracy. Shorter intervals, such as 30 seconds to one minute, capture brief shifts but require more frequent marking. Longer intervals, like two to five minutes, reduce marking frequency but risk overestimating duration if the behavior ends early. ABA professionals recommend pilot testing various lengths to find a balance between observer feasibility and data accuracy.
Conducting Interval Recording
Observation Process Steps
- Prepare a data sheet with equal intervals listed across the page.
- Note the start time and divide the total observation period into the chosen intervals.
- Observe the individual, maintaining focus on the predefined behavior.
- At each interval’s end, mark an “X” for full-duration behaviors or an “O” otherwise.
Staying attentive throughout the period is critical. Missing an interval can skew results and undermine intervention planning.
Marking Occurrences and Nonoccurrences
Observers should use clear symbols, typically “X” and “O”, and avoid ambiguous marks. Recording must happen immediately at each interval’s end to reduce memory bias. Electronic timers or interval timers can prompt observers and improve consistency. After the session, counting the “X” marks provides the raw data for percentage calculation.
Applying Examples in Practice
Classroom Engagement Monitoring
In a third-grade classroom, a teacher tracks on-task behavior during independent reading time. They set 1-minute intervals for a 15-minute session. Each minute, they check if the student’s eyes remain on the text and their hands follow the lines. After marking ten intervals as “X” and five as “O,” the teacher notes a 67% engagement rate. This data guides adjustments in seating or task difficulty.
Home-Based Behavior Tracking
A parent monitors a child’s independent play at home. They divide a 20-minute session into four 5-minute intervals. The target behavior is quiet play with toys. At the end of each interval, the parent marks if the child stayed engaged for the full period. This information helps the ABA therapist adjust home routines and reinforcement schedules.
Therapy Progress Checks
An ABA therapist measures verbal requests during a one-hour session, breaking it into twelve 5-minute segments. The therapist records an “X” when the client consistently uses full sentences to ask for items. If the session yields eight “X” marks, they calculate a 67% success rate. This quantitative feedback informs goals for reducing prompts in future sessions.
Evaluating Pros and Cons
Key Advantages
- Provides an estimate of behavior duration
- Highlights when behaviors occur or lapse during sessions
- Useful for continuous or high-rate behaviors
- Supports data-driven decision-making in ABA intervention
Major Limitations
- Demands full observer attention, making multitasking difficult
- May underestimate behaviors that start late or end early in intervals
- Risks of overestimation if intervals are too long
- Requires training to minimize observer drift and bias
Enhancing Recording Accuracy
Observer Training Importance
Consistent data starts with thorough training. Observers should practice on video samples to calibrate judgments about full-interval behaviors. Regular reliability checks—having two observers record simultaneously and comparing results—help maintain consistency over time.
Reducing Observation Bias
Objective recording requires minimizing assumptions. Observers should avoid interpreting intent or adding notes about partial behaviors. Clear operational definitions and scheduled calibration meetings can reduce bias and ensure data quality in multisession analyses.
Comparing Recording Methods
When selecting a time sampling method, it helps to see how whole interval recording stacks up against alternatives. The table below outlines major differences.
| Method | Best For | Key Feature |
| Whole Interval Recording | Continuous or high-rate behaviors | Counts only if behavior lasts the entire interval |
| Partial Interval Recording | Brief, frequent behaviors | Marks if behavior occurs at any time during the interval |
| Momentary Time Sampling | Snapshot of behavior at specific moments | Notes the behavior presence at exact interval endpoints |
Whole interval recording gives a conservative estimate of duration. Partial interval may overestimate since any momentary occurrence counts. Momentary sampling offers efficiency by only checking at the interval end, but risks missing behaviors that occur at other times.
Conclusion
Whole interval recording is a reliable ABA tool for estimating how long a behavior persists within specified time frames. It provides valuable information on behavior patterns across therapy, classroom, and home settings. Observers must define target behaviors clearly, choose appropriate interval lengths, and maintain focus to ensure data accuracy. While this approach demands full attention, its insights into behavior duration support informed intervention planning. By comparing whole interval recording with partial interval and momentary sampling methods, ABA professionals and educators can select the technique that best aligns with their goals and resources.
At Precious Care ABA, we use evidence-based tools like whole interval recording to help families and therapists understand behavior patterns and track meaningful progress. Our ABA specialists tailor data collection methods to each child’s needs, ensuring that every strategy, whether in therapy, daycare, or at home, supports long-term growth and independence.
Turn behavioral data into lasting progress.
Contact us today to schedule a consultation and learn how our personalized ABA programs in Maryland, New Jersey, and Colorado can help your child thrive through structured, evidence-driven care.
Frequently Asked Questions
What is whole interval recording in ABA therapy?
Whole interval recording measures whether a target behavior occurs for the entire duration of a set time interval, helping therapists evaluate consistency and duration of behaviors.
How is whole interval recording used in ABA sessions?
Therapists divide a session into short time intervals and record if a behavior like staying seated or making eye contact occurs throughout the whole interval, providing data for treatment planning.
What’s the difference between whole interval and partial interval recording?
In whole interval recording, the behavior must occur for the entire interval to count. In partial interval recording, it’s recorded if it occurs at any point during the interval, making it useful for different behavioral goals.
SOURCES:
https://specialconnections.ku.edu/assessment/data_based_decision_making/teacher_tools/whole_interval_recording
https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_activities/independent/IA_Frequency_and_Interval_Recording.pdf
https://www.studynotesaba.com/glossary/whole-interval-recording/?srsltid=AfmBOoocX4NCgS1tNYMbMG0hX2AKJUnc8WrWOHVZWwL28mM9vrtXiBAW
https://pmc.ncbi.nlm.nih.gov/articles/PMC3592492/
https://www.reddit.com/r/ABA/comments/5p0cei/wholeintervalrecording_vs_partialintervalrecording/
