{"id":237,"date":"2026-07-03T23:10:54","date_gmt":"2026-07-03T23:10:54","guid":{"rendered":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/?post_type=chapter&p=237"},"modified":"2026-07-04T15:22:22","modified_gmt":"2026-07-04T15:22:22","slug":"event-sampling","status":"publish","type":"chapter","link":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/chapter\/event-sampling\/","title":{"raw":"Event Sampling","rendered":"Event Sampling"},"content":{"raw":"

Introduction<\/h2>\r\nEvent Sampling is another beneficial observation method for classroom teachers. Events occur around us every minute of every day. For instance, the last time you drove to the grocery store, no matter how close to your home, you observed events. The events might have been rather small, like a bird flying in the sky or big like an accident along the roadside. The same is true in a classroom of young children. You will see child behaviors as events that are observable and recordable. The event might be rather insignificant, like a child picking up the block area at clean-up time or rather significant like a child who struggles to get along with other children shares a bike without asking or prompting.\r\n\r\nEvent Sampling differs from Time Sampling in that you are only focusing on one behavior and documenting that behavior whenever it occurs. Whereas, Time Sampling, you were focused on the time intervals and behaviors that were taking place during that time interval. The behavior may happen at odd times or infrequently (Worthham 2012). For Event Sampling, you will record the time of the day, but it is not as significant as when you were using a Time Sampling method. To use an Event Sampling, you must define the targeted behavior before you begin.\r\n\r\nYou will also record EVERY time the specific event you chose for observation occurs, no matter the time interval (Beaty, 2014). When you observe the event, RECORD it.\r\n\r\nEvent Samplings are considered a formal method of observation. Depending on how you structure your Event Sampling, they are considered an open method, as you write narrative observational notes as you observe the behavior. If you are merely making a mark to record the event, you would be doing a Frequency Count (discussed in the next chapter). Raw data is collected. Since you are observing only a particular event or behavior, Event Samplings are highly selective. The amount of inference is made when you decide if the narrowly selected behavior fits into your definition for the observable behavior. As an observer, you must make a judgment if the behavior fits into your definition or not.\r\n\r\n
\r\n\r\n

Collecting Your Data<\/h2>\r\nEvent Sampling data collection can happen using two different formats. In one format is known as the ABC analysis created by Bell and Low in 1977 (Worthham, 2012). This format is helpful when the observer wants to know the cause or trigger for the behavior the child is displaying.\r\n\r\nThe A in ABC is the antecedent<\/strong> event, B is the target behavior<\/strong>, and C is the consequent<\/strong> event (Wortham, 2012). The ABC format is a narrative format. Here is an example of what an observation might look like using the ABC format:\r\n\r\n.<\/span>\r\n
\r\n

Examples<\/p>\r\n\r\n<\/header>\r\n

\r\n\r\nEvent Sampling template example. Remember to always include the header.\r\n
    \r\n \t
  • Name & Age:<\/li>\r\n \t
  • Teacher:<\/li>\r\n \t
  • Date & Time:<\/li>\r\n \t
  • Developmental Domain:<\/li>\r\n \t
  • Setting & Situation:<\/li>\r\n \t
  • Behavior:<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n\r\n\r\n
    \r\n

    Time<\/strong><\/p>\r\n<\/th>\r\n

    		\r\n

    Antecedent<\/strong> Event<\/strong><\/p>\r\n<\/th>\r\n

    		\r\n

    Behavior<\/strong><\/p>\r\n<\/th>\r\n

    		\r\n

    Consequent<\/strong> Event<\/strong><\/p>\r\n<\/th>\r\n<\/tr>\r\n

    \r\n

    8:35<\/p>\r\n<\/td>\r\n

    		\r\n

    Darrell\u2019s dad drops him off in the classroom. Darrell is holding on tight to dad\u2019s leg.<\/p>\r\n<\/td>\r\n

    		\r\n

    Darrell begins to cry as dad hug him and says good bye.<\/p>\r\n<\/td>\r\n

    		\r\n

    As the teacher comforts Darrell by squatting down next to him, Darrell stops crying five seconds after dad left and walks to the Lego area.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

    \r\n

    9:01<\/p>\r\n<\/td>\r\n

    		\r\n

    Teacher announces it is breakfast time.<\/p>\r\n<\/td>\r\n

    		\r\n

    Darrell is not picking up the Legos. When he is asked to save his work on a shelf and pick up the rest of the Legos, he sits down with his arms crossed and lower lip protrudes and begins to cry loudly.<\/p>\r\n<\/td>\r\n

    		\r\n

    The teacher walks to the Lego area and sits next to Darrell. The teacher puts their arm around him. He cries louder for 3 minutes before she gets him to stand up and walk to wash his hand for breakfast.<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<\/div>\r\nCollecting data using the ABC format for Event Sampling allows the teacher to analyze what happened before and after the targeted behavior was displayed. This format can be constructive when a teacher is trying to see the cause and effect of the child's behavior and is trying to help the child change unwanted behavior (Beaty, 2014).\r\n

    \r\n

    Examples<\/p>\r\n\r\n<\/header>\r\n

    \r\n\r\nAnother Event Sampling format many classroom teachers use is similar to the Time Sampling format. Instead of the teacher recording the targeted behavior during uniform time intervals, the teacher will record the event (behavior) every time it occurs.\r\n\r\nHere is an example of what this type of Event Sampling format might look like:\r\n
      \r\n \t
    • Name & Age: Darrell, age 4<\/li>\r\n \t
    • Teacher: Ms. Bonnie<\/li>\r\n \t
    • Date & Time: January 27, 8:30-<\/li>\r\n \t
    • Developmental Domain: Social Emotional<\/li>\r\n \t
    • Setting & Situation: Inside the classroom, drop off<\/li>\r\n \t
    • Behavior: Darrell cries multiple times a day.<\/li>\r\n<\/ul>\r\n\r\n\r\n\r\n\r\n\r\n
      \r\n

      Time<\/p>\r\n<\/th>\r\n

      		\r\n

      Spontaneous Crying<\/p>\r\n<\/th>\r\n

      		\r\n

      Crying for Attention<\/p>\r\n<\/th>\r\n

      		\r\n

      Crying at Transitions<\/p>\r\n<\/td>\r\n

      		\r\n

      Crying to Get a Toy<\/p>\r\n<\/th>\r\n

      		\r\n

      Unknown Crying<\/p>\r\n<\/th>\r\n

      		\r\n

      Comments<\/p>\r\n<\/th>\r\n<\/tr>\r\n

      \r\n

      8:35<\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      XX<\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      Dad drops off D. stops crying after five seconds.<\/p>\r\n<\/td>\r\n<\/tr>\r\n

      \r\n

      9:01<\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      XX<\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      <\/p>\r\n<\/td>\r\n

      		\r\n

      Cries when asked to pick up Legos before breakfast<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n<\/div>\r\n<\/div>\r\nCollecting data using this type of format tends to be easier for a teacher who is observing while working with the children. A chart can be kept close by, and recording only takes a few seconds. No matter which format you use for Event Sampling, both allow the observer to record the behavior and be analyzed to help the child diminish unwanted behaviors and increase new positive behaviors over time.\r\n\r\n

      \r\n\r\n

      Organizing your Data<\/h2>\r\nEvent Sampling is an efficient method of observation. An observer does not need to create a formal chart as displayed above. Gathering data using multiple charts for multiple children, could get overwhelming, so organizing your charts, whether using the ABC or checkmark and brief comment format, is a must. A binder with dividers for each child is one way to organize Event Samplings. Combining more than one chart on a page is possible, depending on the frequency of the targeted behavior. As you review your Event Samplings, what can you interpret from this data? How often is this behavior happening? What triggers the behavior? What is the outcome? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development. How can you change your behavior or the behavior of others to help this child? What adjustments need to be made to make the environment or schedule? What individualizations need to happen with this child?\r\n\r\nAdvantages and Disadvantages of Event Sampling\r\n\r\n\r\n\r\n\r\n
      \r\n

      Advantages<\/strong><\/p>\r\n<\/th>\r\n

      		\r\n

      Disadvantages<\/strong><\/p>\r\n<\/td>\r\n<\/tr>\r\n

      \r\n
        \r\n \t
      • More time efficient than Running Records<\/li>\r\n \t
      • The observer only focuses on a targeted behavior at one time<\/li>\r\n \t
      • Adds raw data with a checkmark format<\/li>\r\n \t
      • Helpful when observing infrequent behaviors<\/li>\r\n \t
      • Interpretation notes can be added afterwards to try to change the cause and effect of the child\u2019s behaviors<\/li>\r\n<\/ul>\r\n<\/td>\r\n
      		\r\n
        \r\n \t
      • Focuses on one event, situation or behavior at a time and can miss or overlook important information<\/li>\r\n \t
      • It takes the event out of context (missing all of the raw data)<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n
        \r\n\r\n

        Interpretation Reminder<\/h2>\r\nEvent sampling provides educators with focused information about specific behaviors or events as they occur in natural learning environments. The value of this observation method lies not only in documenting what happened, but also in thoughtfully interpreting the data within the context of child development. By examining the antecedents, behaviors, and consequences of observed events, educators can identify patterns, understand the purpose or function of behaviors, and recognize developmental progress. Meaningful interpretation supports responsive teaching, informed decision-making, individualized planning, and the development of appropriate strategies that foster each child's social-emotional, cognitive, physical, and language development.","rendered":"

        Introduction<\/h2>\n

        Event Sampling is another beneficial observation method for classroom teachers. Events occur around us every minute of every day. For instance, the last time you drove to the grocery store, no matter how close to your home, you observed events. The events might have been rather small, like a bird flying in the sky or big like an accident along the roadside. The same is true in a classroom of young children. You will see child behaviors as events that are observable and recordable. The event might be rather insignificant, like a child picking up the block area at clean-up time or rather significant like a child who struggles to get along with other children shares a bike without asking or prompting.<\/p>\n

        Event Sampling differs from Time Sampling in that you are only focusing on one behavior and documenting that behavior whenever it occurs. Whereas, Time Sampling, you were focused on the time intervals and behaviors that were taking place during that time interval. The behavior may happen at odd times or infrequently (Worthham 2012). For Event Sampling, you will record the time of the day, but it is not as significant as when you were using a Time Sampling method. To use an Event Sampling, you must define the targeted behavior before you begin.<\/p>\n

        You will also record EVERY time the specific event you chose for observation occurs, no matter the time interval (Beaty, 2014). When you observe the event, RECORD it.<\/p>\n

        Event Samplings are considered a formal method of observation. Depending on how you structure your Event Sampling, they are considered an open method, as you write narrative observational notes as you observe the behavior. If you are merely making a mark to record the event, you would be doing a Frequency Count (discussed in the next chapter). Raw data is collected. Since you are observing only a particular event or behavior, Event Samplings are highly selective. The amount of inference is made when you decide if the narrowly selected behavior fits into your definition for the observable behavior. As an observer, you must make a judgment if the behavior fits into your definition or not.<\/p>\n

        \n

        Collecting Your Data<\/h2>\n

        Event Sampling data collection can happen using two different formats. In one format is known as the ABC analysis created by Bell and Low in 1977 (Worthham, 2012). This format is helpful when the observer wants to know the cause or trigger for the behavior the child is displaying.<\/p>\n

        The A in ABC is the antecedent<\/strong> event, B is the target behavior<\/strong>, and C is the consequent<\/strong> event (Wortham, 2012). The ABC format is a narrative format. Here is an example of what an observation might look like using the ABC format:<\/p>\n

        .<\/span><\/p>\n

        \n
        \n

        Examples<\/p>\n<\/header>\n

        \n

        Event Sampling template example. Remember to always include the header.<\/p>\n

          \n
        • Name & Age:<\/li>\n
        • Teacher:<\/li>\n
        • Date & Time:<\/li>\n
        • Developmental Domain:<\/li>\n
        • Setting & Situation:<\/li>\n
        • Behavior:<\/li>\n<\/ul>\n\n\n\n\n\n
          \n

          Time<\/strong><\/p>\n<\/th>\n

          		\n

          Antecedent<\/strong> Event<\/strong><\/p>\n<\/th>\n

          		\n

          Behavior<\/strong><\/p>\n<\/th>\n

          		\n

          Consequent<\/strong> Event<\/strong><\/p>\n<\/th>\n<\/tr>\n

          \n

          8:35<\/p>\n<\/td>\n

          		\n

          Darrell\u2019s dad drops him off in the classroom. Darrell is holding on tight to dad\u2019s leg.<\/p>\n<\/td>\n

          		\n

          Darrell begins to cry as dad hug him and says good bye.<\/p>\n<\/td>\n

          		\n

          As the teacher comforts Darrell by squatting down next to him, Darrell stops crying five seconds after dad left and walks to the Lego area.<\/p>\n<\/td>\n<\/tr>\n

          \n

          9:01<\/p>\n<\/td>\n

          		\n

          Teacher announces it is breakfast time.<\/p>\n<\/td>\n

          		\n

          Darrell is not picking up the Legos. When he is asked to save his work on a shelf and pick up the rest of the Legos, he sits down with his arms crossed and lower lip protrudes and begins to cry loudly.<\/p>\n<\/td>\n

          		\n

          The teacher walks to the Lego area and sits next to Darrell. The teacher puts their arm around him. He cries louder for 3 minutes before she gets him to stand up and walk to wash his hand for breakfast.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n<\/div>\n

          Collecting data using the ABC format for Event Sampling allows the teacher to analyze what happened before and after the targeted behavior was displayed. This format can be constructive when a teacher is trying to see the cause and effect of the child’s behavior and is trying to help the child change unwanted behavior (Beaty, 2014).<\/p>\n

          \n
          \n

          Examples<\/p>\n<\/header>\n

          \n

          Another Event Sampling format many classroom teachers use is similar to the Time Sampling format. Instead of the teacher recording the targeted behavior during uniform time intervals, the teacher will record the event (behavior) every time it occurs.<\/p>\n

          Here is an example of what this type of Event Sampling format might look like:<\/p>\n

            \n
          • Name & Age: Darrell, age 4<\/li>\n
          • Teacher: Ms. Bonnie<\/li>\n
          • Date & Time: January 27, 8:30-<\/li>\n
          • Developmental Domain: Social Emotional<\/li>\n
          • Setting & Situation: Inside the classroom, drop off<\/li>\n
          • Behavior: Darrell cries multiple times a day.<\/li>\n<\/ul>\n\n\n\n\n\n
            \n

            Time<\/p>\n<\/th>\n

            		\n

            Spontaneous Crying<\/p>\n<\/th>\n

            		\n

            Crying for Attention<\/p>\n<\/th>\n

            		\n

            Crying at Transitions<\/p>\n<\/td>\n

            		\n

            Crying to Get a Toy<\/p>\n<\/th>\n

            		\n

            Unknown Crying<\/p>\n<\/th>\n

            		\n

            Comments<\/p>\n<\/th>\n<\/tr>\n

            \n

            8:35<\/p>\n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            XX<\/p>\n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            Dad drops off D. stops crying after five seconds.<\/p>\n<\/td>\n<\/tr>\n

            \n

            9:01<\/p>\n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            XX<\/p>\n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            \n<\/td>\n

            		\n

            Cries when asked to pick up Legos before breakfast<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

             <\/p>\n<\/div>\n<\/div>\n

            Collecting data using this type of format tends to be easier for a teacher who is observing while working with the children. A chart can be kept close by, and recording only takes a few seconds. No matter which format you use for Event Sampling, both allow the observer to record the behavior and be analyzed to help the child diminish unwanted behaviors and increase new positive behaviors over time.<\/p>\n

            \n

            Organizing your Data<\/h2>\n

            Event Sampling is an efficient method of observation. An observer does not need to create a formal chart as displayed above. Gathering data using multiple charts for multiple children, could get overwhelming, so organizing your charts, whether using the ABC or checkmark and brief comment format, is a must. A binder with dividers for each child is one way to organize Event Samplings. Combining more than one chart on a page is possible, depending on the frequency of the targeted behavior. As you review your Event Samplings, what can you interpret from this data? How often is this behavior happening? What triggers the behavior? What is the outcome? As you consider those questions, reflect on a plan of action that you might use to further support that child\u2019s development. How can you change your behavior or the behavior of others to help this child? What adjustments need to be made to make the environment or schedule? What individualizations need to happen with this child?<\/p>\n

            Advantages and Disadvantages of Event Sampling<\/p>\n\n\n\n\n
            \n

            Advantages<\/strong><\/p>\n<\/th>\n

            		\n

            Disadvantages<\/strong><\/p>\n<\/td>\n<\/tr>\n

            \n
              \n
            • More time efficient than Running Records<\/li>\n
            • The observer only focuses on a targeted behavior at one time<\/li>\n
            • Adds raw data with a checkmark format<\/li>\n
            • Helpful when observing infrequent behaviors<\/li>\n
            • Interpretation notes can be added afterwards to try to change the cause and effect of the child\u2019s behaviors<\/li>\n<\/ul>\n<\/td>\n
            		\n
              \n
            • Focuses on one event, situation or behavior at a time and can miss or overlook important information<\/li>\n
            • It takes the event out of context (missing all of the raw data)<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
              \n

              Interpretation Reminder<\/h2>\n

              Event sampling provides educators with focused information about specific behaviors or events as they occur in natural learning environments. The value of this observation method lies not only in documenting what happened, but also in thoughtfully interpreting the data within the context of child development. By examining the antecedents, behaviors, and consequences of observed events, educators can identify patterns, understand the purpose or function of behaviors, and recognize developmental progress. Meaningful interpretation supports responsive teaching, informed decision-making, individualized planning, and the development of appropriate strategies that foster each child’s social-emotional, cognitive, physical, and language development.<\/p>\n","protected":false},"author":17,"menu_order":6,"template":"","meta":{"pb_show_title":"on","pb_short_title":"Event","pb_subtitle":"","pb_authors":[],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[50],"contributor":[],"license":[58],"class_list":["post-237","chapter","type-chapter","status-publish","hentry","chapter-type-numberless","license-cc-by-nc-sa"],"part":115,"_links":{"self":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/237","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/users\/17"}],"version-history":[{"count":5,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/237\/revisions"}],"predecessor-version":[{"id":415,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/237\/revisions\/415"}],"part":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/parts\/115"}],"metadata":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapters\/237\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/media?parent=237"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/pressbooks\/v2\/chapter-type?post=237"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/contributor?post=237"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.palomar.edu\/observationandassessment\/wp-json\/wp\/v2\/license?post=237"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}