collecting data while teaching, and other circus acts mary magee quinn, ph.d. principal research...

Collecting Data While Teaching, and Other

Circus Acts

Mary Magee Quinn, Ph.D.

Principal Research Scientist

American Institutes for Research

Data Collection Options

Indirect or Informant Reports;Direct Observation; and,Combination System.

Direct Observation of Behavior

Must be observablesight or hearingoccurrence or non-occurrence

Definabletwo or more people can agree

Countable and measurablecommunicate using a number

Descriptions of Problem Behavior

Trish is aggressive.

Concrete Description of Behavior

Trish hits other students during recess when she does not get her way.

Description of BehaviorCarlos is disruptive.

Concrete Description of Behavior

Carlos makes irrelevant and inappropriate comments during class discussion.

Academic Engaged Time

Academic engaged time refers to attending to material and task, making the appropriate motor response, and asking for assistance in an appropriate manner.

Total Disruptive Behavior

Total disruptive behavior is a class of behaviors that disturbs, the classroom ecology and interferes with instruction. Examples of disruptive behaviors include being out of seat without permission, not complying with teacher instruction, hitting, biting, making any audible noises or vocalizations that disrupt the environment, yelling, cursing, and taking others’ property.

Total Negative Social Interation

Total negative social interaction is defined as behaviors that disturb ongoing play activities and involves physical or verbal aggression. Examples of these disruptive behaviors include hitting, biting, curing, threatening, and grabbing.

Time Spent AloneTime spent alone is defined as when the

target student is not within 10 feet of any other children, is not socially engaged, and is not participating in any activity with other children.

Techniques for Measuring Behavior

Amount or Frequencyevent recordinginterval recording

Measures of Time Passage duration recordinglatency recording time sampling

Amount or Frequency Event Recording

Behaviors that have a discrete beginning and end

Interval RecordingBehavior happens very frequently and lasts

for a discrete period of time

Time PassageDuration Recording

want to know how long the behavior lasts

Latency Recordingwant to know how long before the behavior

starts

Recording SheetsStudent’s nameDate or dates of observationObserver name and roleStart and end timeSetting of observationDefinition of behavior being observedKey to any codes used

Event RecordingAdvantage

easily converted into a graph

Limitationsrequires behavior that occurs at a relatively

stable level and is easy to countnot useful when behavior occurs at high

rates or for extended period of time

Sample of Event Record

Start time: 8:05 End time: 9:00 Setting: Seventh-grade math class Definition of behavior: Talking out is defined as any noise that is made without first raising hand in appropriate manner and waiting for permission to speak. Observer: Carol Burke (math teacher) Student Name

Mon. 3/2/98

Tues. 3/3/98

Wed. 3/4/98

Thurs. 3/5/98

Fri. 3/6/98

Sammy llll llll lll llll ll Karen l l ll llll l Chris llll lll lll lll llll Key: Each tick mark represents one talk-out.

Sample of Event Record

Student Name: Peter Pan Start time: 8:05 End time: 9:00 Setting: Seventh-grade math class Definition of behavior: Hand raising is one hand over head, makes eye contact with teacher, no sounds or extraneous movement. Relevant Comment/Question is a comment or question that has direct relationship with what is being discussed at the time. It is delivered in an appropriate manner. Homework Completion is turning in homework on time, acceptable quality, all questions attempted. Observer: Carol Burke (math teacher) Behavior Mon.

3/2/98 Tues. 3/3/98

Wed. 3/4/98

Thurs. 3/5/98

Fri. 3/6/98

Hand raising

llll llll lll llll ll

Relevant Comment/Question

l l ll llll l

Homework Completion

llll lll lll lll llll

Key: Each tick mark represents one occurrence.

What types of behavior might you use event

recording to measure?

Innovative techniquesChartClipboardTapeBeadsBeans/coins/paperclipsGolf counterKnitting counter

Interval RecordingRequires undivided attention during

intervalsWatch student during entire intervalRecord whether behavior occurredIntervals are approximately 10 to 30

seconds each

Sample of Interval RecordingStudent: Bugs Bunny Start time: 8:05 End time: 8:15 Setting: seventh-grade English class Definition of behavior: On-task behavior is defined as appropriately writing, reading, talking about the assignment, or waiting to ask the teacher a question regarding the assignment. Observer: Daffy Duck (recess monitor) minute 10” 20” 30” 40” 50” 60”

1 O O X X X O 2 X O O O X O 3 X O O X O X 4 X X X O O X 5 O O X O X O 6 O X X X X X 7 X O O O O O 8 O X X X X O 9 X O O O X X

10 O X X O X O Key: O = Behavior was not observed at all during the 10-second interval. X = Behavior was observed at least once during the 10-second interval. 10” = 10 seconds.

Sample of Interval RecordingStudent: Bugs Bunny Start time: 8:05 End time: 8:20 Setting: morning recess Definition of behavior:

Social Interaction: within 2 feet of another child with interactions Parallel Play within 2 feet of another child, no interactions Alone: further than 2 feet from anyone Organized Play: interacting with others in an organized game or activity No Code: none of the above. Observer: Elmer Fudd (paraprofessional)

Time Social Interaction

Parallel Play

Alone Organized Play

No Code

+ - + - 10” x 20” x 30” x 40” x 50” x 60” x 70” x 80” x 90” x

100” x Key: 10” = 10 seconds.

Interval RecordingAdvantages

applies to virtually any target behaviorcan be converted to percentyields data of relative frequency and duration

Disadvantagesrequires accurate measure of behavior in relation to

a small amount of timerequires undivided attention

What types of behavior might you measure using

interval recording?

Innovative ways to use interval recording

TimersStop watchesUse breaks between intervals

On 30 secondsRest 10 seconds

Duration RecordingUse a stopwatch or a watch with a

second handStart timing when behavior startsStop when behavior ends

Sample Duration Recording Student: Spongebob Squarepants Setting: Third-grade class Definition of behavior: Student has tantrums showing inappropriate signs of anger (e.g.:clenched fists, yelling, cursing, kicking, refusal to follow directions, punching, or usingobscene gestures). Observer: Patrick Starr (teacher)

Date Start Time End Time Duration 3/2/98 8:45:07 8:59:09 :14:02

2:39:49 2:49:59 :10:10 3/3/98 9:05:03 9:14:03 :09:00

Duration RecordingAdvantages

produces a percentagemeasures behaviors that occur at extremely

high rates and/or extended periods of time

Limitationsrequires discrete behaviorsrequires a stopwatch

What types of behaviors might you measure using

duration recording?

Latency RecordingMeasures how long it takes for behavior

to beginuse a stopwatch or watch with a second

handstart timing when request for behavior is

givenstop timing when behavior is initiated

Sample Latency Recording Student: Tommy Pickles Setting: Third-grade class Definition of behavior: Student initiates, following teacher’s verbaldirections. Observer: Angelica Pickles (counselor)

Date TeacherRequest

StudentInitiates

FollowingDirections

Latency

3/2/98 8:45:07 8:59:09 :14:02 2:39:49 2:49:59 :10:10

3/3/98 9:05:03 9:14:03 :09:00

Latency RecordingAdvantages

can easily be converted to an average

Limitationsrequires discrete behaviorrequires a stopwatch

What types of behavior might you measure using

latency recording?

Momentary Time Sampling

Set up time intervalsObserve behavior only at the end of the

time intervalRecord whether the behavior is or is not

occurring at that particular time.

Sample Momentary Time Sampling

Student: Tom Cat Start time: 8:05 End time: 8:15 Setting: seventh-grade English class Definition of behavior: On-task behavior is defined as appropriately writing, reading,talking about the assignment, or waiting to ask the teacher a question regarding theassignment. Observer: Jerry Rodent (paraprofessional)

minute 10' 20' 30' 40' 50' 60' 1 O O X X X O

Key: O = Behavior was not observed at the end of the 10 minute interval. X = Behavior was observed at the end of the 10 minute interval. 10' = 10 minutes.

Momentary Time Sampling

AdvantagesData can easily be converted to percentDoes not interrupt the delivery of instruction

Limitationsrequires a large number of observations to

allow for interpretation of data

What types of behavior might you measure using

momentary time sampling?

ScatterplotsAdvantages

allows the observer to plot the relationship between two or more variables

easy to complete and interpretuseful in deciding about more focused

assessment

ScatterplotsLimitations

May not capture complete picture of social/environmental context of behavior

May fail to distinguish between low and high intensity behavior

Technical adequacy may vary from person to person

Teach Self ContolMeasureRewardEvaluate

Ways to Strengthen Measurement of Behavior

Clearly define behavior(s) and regularly review definition(s).

Assure that observers and interviewers have adequate training and experience.

Select appropriate assessment strategies for behavior(s) and context(s).

Ways to Strengthen Measurement of Behavior (continued)

Collect information across time and settings using multiple strategies and persons.

Conduct routine checks of the accuracy of observer scoring/recording procedures.