chapter 3 procedures for collecting data. rationale for ongoing data collection –beyond a test...

Chapter 3

Procedures for Collecting Data

Rationale For Ongoing Data Collection –Beyond a Test Grade

Makes is possible to determine the effects of a particular teaching strategy or intervention

Allows for summative and ongoing evaluation that helps up make decision and lateration during the course of a program

Makes for a proactive approach rather than “wait & see”

Accountability

Types of Data Collection Systems

Observing a Sample of BehaviorEvent recording, interval recording, duration

Analyzing Written ReportsAnecdotal Reports

Observing a Tangible ProductPermanent Product RecordingRate, topography, force

Observational Recording Systems

Event Recording -Frequency

Rate

Percentage

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Basic Data Sheet for Event Recording

Student: ________________________________Observer: _______________________________Behavior: _______________________________

1810:00 – 10:153/16

2310:00 – 10:153/15

Total Occurrences

Notations of OccurrenceTime

Start Stop

Date

Alberto & TroutmanApplied Behavior Analysis for Teachers, 7e

Copyright ©2006 by Pearson Education, Inc.Upper Saddle River, New Jersey 07458

All rights reserved.

Event Recording with Controlled Presentations

14 Place spoon in mouth √ √ √ √ √ √

13 Bring spoon to mouth Ø Ø Ø Ø √ √

12 Lift spoon √ √ √ √ √ √

11 Scoop √ √ √ √ √ √

10 Place spoon in bowl Ø √ √ √ Ø √

9 Lift spoon Ø Ø Ø Ø √ √

8 Place carton on table Ø Ø Ø √ Ø Ø

7 Pour milk in bowl √ √ √ √ √ √

6 Lift carton Ø Ø Ø Ø Ø √

5 Open milk carton Ø Ø Ø √ √ √

4 Place box on table Ø Ø √ √ √ √

3 Pour cereal in bowl Ø Ø Ø Ø Ø Ø

2 Lift box √ √ √ √ √ √

1 Open cereal box Ø Ø Ø Ø √ √

Coding Form For Multiple Behaviors

Sessions

1 2 3 4 5 6 7 8 9 10

H √ √ √ √ √F √C √ √ √V √ √ √ √

H = Head RollingF = Hand FlappingC = Finger ContortionsV = High-Pitched Vocalizations





Duration

Latency

Basic Formats for Latency and Duration Recording Data Sheets

Student: ____________________Observer: ___________________Behavior: ___________________Operationalization of behavior initiation: ______________________________________________

Student: ________________________Observer: _______________________Behavior: _______________________Behavior initiation: _______________Behavior termination: ____________________________________________

Date Time Latency Date Time Duration

Delivery of Sd

Response initiation

Response initiation

Response termination




Other Dimensions Behavior Occurs

Force Topography Locus


Interval RecordingPartial Interval Recording

Time SamplingMomentary Time Sampling

Multiple Behaviors & Multiple Students

Coding Form for Multiple Students

10 20 30 40 50 % of Intervals

Tony

Al

Ellen

Austin

Mary





Event Recording: Recording the number of times a

behavior occurs

Interval Recording: Recording of whether a behavior

occurs during intervals of a specified time period.

Time Sampling: Recording of whether a behavior

occurs at the end of an interval during a specified time period.

Duration Recording: Recording the length of time a behavior occurs.

Latency Recording: Recording the amount of time it takes for a student to begin the targeted behavior.




How do you Know Which Recording System to Use

Is the target behavior numerical or temporal? If is it numerical

Is the behavior discrete or continuousIs the behavior expected to occur at a high or low frequencyWill I be able to collect data during intervention/instruction

or will I need a third party to collect the data so as not to interrupt instruction

How do you Know Which Recording System to Use

It is it temporaldo I want to measure the time before initiation of the

response (latency) or time elapsed during performanace of the response (duration).

Anecdotal Reports

Setting of Observation Length of Observation Be Objective

Antecedent Behavior Consequence

Guidelines for Anecdotal Reports Write down the setting as you initially see it, describe the

individuals and their relationship, identify the occurring activity. Record everything the targeted student says and does and to whom

or to what. Describe everything said and done to the student and by whom. Clearly differentiate between fact and your interpretation of what is

being observed. Provide some temporal indications so as to be able to judge

duration.

Permanent Products

This is event recordingNumber of occurrencesPercentage rate

Inter-observer Agreement

Number of Agreements X 100 = IOA

Total number of Responses

chapter 3 procedures for collecting data. rationale for ongoing data collection –beyond a test...

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