Behavior data sheet for paraprofessionals: template and example
By the IEP Atlas editorial teamLast updated
Short answer
A behavior data sheet for paras tracks one target behavior and one replacement behavior across the day. The para tallies each one by time block, writes a short ABC note only for incidents that meet the teacher's threshold, marks any prompt used, and totals the day the same way every time. The teacher reviews the sheet daily and graphs the totals weekly.
Behavior data from paras is often the most frequent and the least usable data a teacher gets. One sheet has tallies, the next has a paragraph, the third has "rough day." A simple, fixed sheet turns those hours of observation into numbers the team can graph.
When a student's behavior gets in the way of learning, the IEP team must consider positive behavioral interventions and supports.[1] The team needs data to decide whether those supports are working, and paras are often the adults who see the behavior most. The para records; the teacher designs the sheet and reads the data, in line with the rule that paras assist under supervision.[2]
For how paras respond to behavior in the moment, see behavior strategies for paraprofessionals. This page is only about the sheet. The general role is in paraprofessional roles and responsibilities.
Fill-in behavior data sheet
Copy this layout onto one page. The teacher fills in the top before the para uses it.
Top of the sheet (teacher fills in)
| Field | Entry |
|---|---|
| Student | First name or initials: ______ |
| Date | ______ |
| Target behavior and definition | ______ |
| Replacement behavior and definition | ______ |
| ABC note needed when | ______ |
| Prompt codes | I = independent, G = gesture, V = verbal, M = model |
Tally by time block (para fills in)
| Time block | Target behavior tally | Replacement behavior tally | Prompt codes for replacement |
|---|---|---|---|
| ______ | ______ | ______ | ______ |
| ______ | ______ | ______ | ______ |
| ______ | ______ | ______ | ______ |
| ______ | ______ | ______ | ______ |
| Totals | ______ | ______ | ______ |
ABC notes (only for incidents that meet the threshold)
| Time | Antecedent (right before) | Behavior (what the student did) | Consequence (what happened right after) | How long |
|---|---|---|---|---|
| ______ | ______ | ______ | ______ | ______ |
Para initials: ______ Teacher reviewed: ______
Completed example
Rosa is a fictional grade 3 student. Her behavior plan targets leaving her assigned area without permission. Her replacement behavior is showing a break card and walking to the break chair. The details are made up to show the format.
Top of the sheet
| Field | Entry |
|---|---|
| Student | R. |
| Date | Wed Nov 6 |
| Target behavior and definition | Leaving assigned area: both feet more than 3 feet from her seat or group without an adult's OK |
| Replacement behavior and definition | Break card: holds up or hands over the card, then walks to the break chair |
| ABC note needed when | She leaves the room, or the episode lasts more than 2 minutes |
| Prompt codes | I, G, V, M |
Tally by time block
| Time block | Target behavior tally | Replacement behavior tally | Prompt codes for replacement |
|---|---|---|---|
| 8:15 to 9:30 (reading) | 2 | 2 | I, G |
| 9:30 to 10:30 (math) | 1 | 1 | V |
| 10:30 to 11:30 (writing) | 0 | 1 | I |
| 12:15 to 1:15 (science) | 1 | 0 | none |
| 1:15 to 2:30 (specials and pack-up) | 0 | 0 | none |
| Totals | 4 | 4 (2 independent) |
ABC notes
| Time | Antecedent | Behavior | Consequence | How long |
|---|---|---|---|---|
| 12:40 | Teacher handed out a lab sheet with 6 written questions | Walked out the classroom door to the hallway | Para followed at a distance, pointed to break card; she took it and sat on the hall bench, returned when calm | 4 minutes |
Para initials: (para) Teacher reviewed: (teacher)
The week at a glance
The teacher copies each day's totals into a weekly summary before graphing.
| Day | Leaving area | Break card | Break card independent |
|---|---|---|---|
| Mon | 5 | 2 | 0 |
| Tue | 4 | 3 | 1 |
| Wed | 4 | 4 | 2 |
| Thu | 2 | 5 | 3 |
| Fri | 3 | 4 | 3 |
Across the week, leaving drops from 5 to 3 a day while break card use rises. The 12:40 ABC note points to written lab sheets as a trigger. The teacher adds a reading accommodation for science labs. That decision came from the sheet.
Notes on each section
Target behavior and definition
The teacher writes a definition two adults would score the same way. "Leaving her area" is not enough; "both feet more than 3 feet from her seat without an adult's OK" is. Reviewers and behavior specialists check this line first. The operational definition examples page has more.
Replacement behavior
Always track what you want to see, not only what you want less of. Parents who read behavior data notice when it lists only problems. The replacement count is often the first number to move. The replacement behavior entry explains the idea.
Tally by time block
Tallies are a form of frequency recording. Splitting them by block shows when the behavior happens, which is often more useful than the total. If blocks are different lengths, the teacher can convert to a rate per hour. This sheet pairs with the free frequency data sheet; use that one when you only need a count.
Prompt codes for the replacement
Mark how the replacement happened. Rosa's 4 break card uses included 2 on her own. The prompt codes come from the prompt hierarchy. Fading those prompts is the next step.
ABC notes with a threshold
Do not write an ABC note for every tally, or the sheet becomes a diary. The teacher sets the threshold. Write only what you saw, in order, with the time. The full method is in how to take ABC data.
Totals and review
Total the same way every day: count the tallies, write the number. The teacher initials the sheet daily and graphs weekly. A sheet nobody reviews tells the para nobody cares about the data.
When frequency is the wrong measure
If the behavior lasts very different lengths of time, a count can mislead. Three 10-second episodes and three 15-minute episodes both count as 3. In that case the teacher may switch to duration. See frequency vs duration recording.
Common mistakes
- Weak: "Rough morning" in the margin. Better: Tallies by block, plus an ABC note if the threshold was met.
- Weak: Only the target behavior is tracked. Better: Target and replacement on the same sheet.
- Weak: ABC notes for every tally. Better: Notes only above the threshold the teacher set.
- Weak: Filling in tallies after school from memory. Better: Tally in the block, right after it happens.
- Weak: Full names on a sheet left on the desk. Better: Initials, and the sheet in a closed folder.
For the teacher's side of handing out and checking sheets, see sharing IEP data collection with paraprofessionals.
Frequently asked questions
What should be on a behavior data sheet for a para?
The student's initials, the date, one target behavior and one replacement behavior with clear definitions, tallies by time block, prompt codes for the replacement, a short ABC section for big incidents and a line for the teacher to initial.
How many behaviors should a para track at once?
Usually one target behavior and its replacement. Tracking more at once tends to lower accuracy. If the team needs data on a second behavior, use a second sheet or rotate the focus by week.
Should paras write ABC notes for every behavior?
No. Write ABC notes only when an incident meets the threshold the teacher set, such as lasting more than 2 minutes or involving safety. Tallies cover the rest.
Use it in IEP Atlas
- Frequency data sheet
- Frequency recording measurement guide
- Free IEP data sheets
- Data sheet in the IEP glossary
- Paraprofessional in the IEP glossary
- Replacement behavior in the IEP glossary
Related guides
- Paraprofessional roles and responsibilities
- Sharing IEP data collection with paraprofessionals
- How paras collect accurate IEP data
- Behavior support strategies for paraprofessionals
- How to take and analyze ABC data
Sources
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 34 CFR §300.156: Personnel qualifications, U.S. Department of Education (IDEA website)
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.