Duration recording answers: how long did the behavior last? It times a behavior from start to end, such as minutes engaged in work, minutes of independent play, or how long a routine takes.
167 templates in the library use duration, across 30 skills. Each prints the duration tracker.
When to use it
Staying engaged in a task or activity
Independent leisure or play time
How long a routine or transition takes, when shorter is the goal
Not for discrete events like raising a hand; count those with frequency
How to record it
Define when the behavior starts and when it ends, with examples.
Start the timer when the behavior starts, using a stopwatch or a phone.
Stop the timer when it ends, and restart it if the behavior starts again in the same period.
Record total minutes or seconds and the length of the observation period.
Note the activity and supports so later sessions compare.
Writing the criterion and mastery rule
Write the criterion as "for at least N minutes" to build up, or "within N minutes" to shorten a routine.
Name the activity and setting in the condition, such as "during 20-minute independent reading".
Set the target from several baseline sessions, since duration varies a lot from day to day.
Use a mastery rule such as "on 4 of 5 observed days".
Common mistakes
Writing "% of the time" without saying how it was measured.
Using percent accuracy for engagement.
Not defining the end of the behavior, so one adult stops the timer early and another late.
Setting a target longer than the activity itself.
Goal examples measured this way
Numbers are illustrative. Set targets from the student's own baseline data.
Sustained Attention & Task Engagement
Remain engaged in independent work for a set number of minutes
By the annual IEP review date, during a 20-minute independent work period at the student's instructional level, the student will remain engaged with the assigned task independently for at least 15 minutes, in 4 of 5 consecutive observed sessions, as measured by duration recording collected three times per week.
Play with a toy the way it is designed for several minutes
By the annual IEP review date, during free play with a set of 3 familiar toys that have a clear action (such as a car, a shape sorter, a toy phone), the student will play with a toy using its designed action (such as rolling the car, putting shapes in the sorter, holding the phone to an ear) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected three times per week during free play.
Walk or jog continuously for a set number of minutes
By the annual IEP review date, during the PE warm-up on the track or gym floor, the student will independently continue walking or jogging without stopping or sitting down for at least 10 minutes, in 3 of 4 consecutive weekly sessions, as measured by duration recording collected weekly during PE.
Wait for a preferred item or activity using a waiting strategy
By the annual IEP review date, when a preferred item or activity is delayed (such as "computer in a few minutes"), the student will wait for the item or activity while using a waiting strategy (such as holding a wait card, counting, using a fidget, looking at a book) independently for at least 5 minutes, across 3 consecutive data collection days, as measured by duration recording collected daily.
By the annual IEP review date, during free choice time, after choosing an activity from the choice board, the student will independently play with the chosen activity by using the materials in their own way, without needing an adult to keep them going for at least 8 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily during free choice time.
By the annual IEP review date, during the morning arrival routine, the student will complete the posted routine steps independently within 6 minutes, on 4 of 5 consecutive school days, as measured by duration recording collected daily.
Duration recording works well: time how long the student stays engaged during a set work period. For long periods or a busy room, interval recording or momentary time sampling can estimate it more easily.
Is duration the same as latency?
No. Duration is how long a behavior lasts. Latency is how long it takes to start after a cue.
How many baseline sessions do I need for a duration goal?
At least three, and more if the numbers vary a lot. Use the median as the baseline so one very good or very hard day does not set the target.
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