5.9.3: Frequency Counts

Learning Objectives

1. Define frequency counts.
2. Explain how frequency counts are used to track specific behaviors, interests, or play patterns in children.
3. Identify appropriate scenarios for using frequency counts.
4. Evaluate the strengths and limitations of frequency counts.

What is a Frequency Count?

A Frequency Count is an informal observation method used to gather information about a child's interests, social interactions, play patterns, and temperamental traits. As the teacher observes the children at play, a tally mark is made every time the noted behavior or action occurs within a set timeframe. Frequency Counts are also used to track undesirable or challenging behaviors, as well as ideal for positive behaviors.

Figure \(\PageIndex{1}\). When is a frequency count used? Whenever you need to tally and record how often a behavior occurs. Image is in the public domain.

Frequency Counts are considered an informal method of observation. Frequency Counts consist of making a mark every time a behavior occurs, so no raw data is collected (no words, only marks). Frequency Counts are one of the most closed-ended observation methods, with no raw data collected. Frequency Counts are highly selective since you are observing only a particular event or behavior. The amount of inference is made when you decide if the narrowly selected behavior fits into your definition of the observable behavior. As an observer, you must make a judgment if the behavior fits into your definition or not.

When to Use a Frequency Count

As an observer, you must define, in advance, the behaviors you want to observe to tally with a Frequency Count. This method is used to get a baseline for behavior modification. Behavior modification is a way to increase positive behaviors and decrease negative behaviors (Marston, 2018). Behavior modification techniques focus on changing a person's environment in ways that increase the likelihood that certain behaviors will occur, with the overall goal of changing the behavior (Marston, 2018).

When using a Frequency Count to get a baseline for a child's behavior, the observer records every time the child demonstrates it. The teacher can change the environment once they find out how often the behavior occurs. After a period of adjustment to the new environment, the teacher will observe again using a Frequency Count. The goal is for fewer recorded behaviors on the second Frequency Count because the child's behavior has been modified or changed, so the child is not demonstrating the behavior that is being modified.

Advantages and Disadvantages

Table \(\PageIndex{1})\. Advantages and Disadvantages of Frequency Counts.

Advantages	Disadvantages
Quick and easy to use, and no training is required	Does not provide rich details or context, like anecdotal notes or running records
Can be personalized or designed to gather specific baseline data (play patterns, challenging behaviors, social situations, temperamental traits)	There is no clear sequence of events regarding certain actions or behaviors
Provides immediate, quantifiable data	(Although the behavior is tracked, information about the antecedent and the consequence is missing)
Ideal for tracking behaviors over time and for noting an increase or decrease in incidents	Does not provide qualitative evidence, and no raw data is collected
Can be useful when planning behavior modification strategies	Results may be misleading
Data can be graphed or charted to find consistent patterns	Intentionally left blank.

Collecting Data

To create a Frequency Count, you must first decide what social interactions, behaviors, interest areas, or types of play you want to monitor. You may choose to track your child during one focused activity or timeframe, or you may map out what a typical day might look like for your child and follow all the interactions and experiences they engage in throughout the day. Either way, as you observe your child, you will make a tally mark every time they play in a specified area or display one of the action items listed on your Frequency Count.

Organizing Data

Count the tally marks after you have collected all the data for that timeframe. Since the data you collected (number of marks) is quantifiable, you can create a bar graph or a pie chart to share with other teachers or parents. What can you interpret from this data? What areas or action items received a high number of tally marks? What areas or action items received a low number of tally marks? Do you see any patterns? As you consider those questions, reflect on a plan of action that you might use to support that child further.

Frequency Count Examples

Example Situations

1. Sue has been hitting a lot lately and displaying other challenging behaviors. You will want to track how often she hits on a typical day and any other challenging behaviors. You will also want to track where the incidents occur – are there more incidents inside the classroom, or are things happening during outside play? You will want to look at when the incidents are happening most often– are there more incidents earlier or later in the day? You may want to observe what happens at drop-off, mealtime, and naptime. Lastly, you may want to track who Sue is socializing with and how she plays with others. Does Sue display a consistent play pattern (parallel play, cooperative play, or onlooker play)?
2. Thomas is a new student whose mother wants to know how he is doing. You may want to observe which centers Thomas visits most often throughout the day and track his interests. You may also want to track whether he plays alone or with other children.
3. A child in your class is always challenging for you. How can you create a supportive environment and provide a “goodness of fit?” You may need to track the child’s temperamental traits and observe how the child approaches activities and social situations.

Example to Track Areas and Interests

Figure \(\PageIndex{2}\). For original work, please see page 52.

Example to Track Play Patterns and Social Interactions

Figure \(\PageIndex{3}\). For original work, please see page 53.

Example to Track Temperament and Behavior

Figure \(\PageIndex{4}\). For original work, please see page 54.

References, Contributors and Attributions

This section is a derivative from:

Peterson, G., Elam, E. & Studinka, D. (2020). Observation, assessment, and participation in early childhood. College of the Canyons, CA. https://www.palomar.edu/childdevelop...rly-childhood/ CC BY 4.0.

Marston, D. (2018, October 2). Understanding what makes behavior modification work. Psychology Today. Retreived from: https://www.psychologytoday.com/us/b...ification-work.