Transcript Collecting Data While Teaching, and Other Circus Acts

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 observable
sight or hearing
occurrence or non-occurrence
Definable
two or more people can agree
Countable and measurable
communicate 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 Behavior
Carlos 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 Alone
Time 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
Frequency
event recording
interval recording
Measures of Time
Passage
duration recording
latency recording
time sampling
Amount or Frequency
Event Recording
Behaviors that have a discrete beginning
and end
Interval Recording
Behavior happens very frequently and lasts
for a discrete period of time
Time Passage
Duration Recording
want to know how long the behavior lasts
Latency Recording
want to know how long before the behavior
starts
Recording Sheets
Student’s name
Date or dates of observation
Observer name and role
Start and end time
Setting of observation
Definition of behavior being observed
Key to any codes used
Event Recording
Advantage
easily converted into a graph
Limitations
requires behavior that occurs at a relatively
stable level and is easy to count
not 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
Sammy
Karen
Chris
Mon.
3/2/98
llll
l
llll
Tues.
3/3/98
llll
l
lll
Wed.
3/4/98
lll
ll
lll
Key: Each tick mark represents one talk-out.
Thurs.
3/5/98
llll
llll
lll
Fri.
3/6/98
ll
l
llll
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.
Tues.
Wed.
Thurs.
Fri.
3/2/98
3/3/98
3/4/98
3/5/98
3/6/98
Hand
llll
llll
lll
llll
ll
raising
Relevant
l
l
ll
llll
l
Comment/
Question
Homework
llll
lll
lll
lll
llll
Completion
Key: Each tick mark represents one occurrence .
What types of behavior
might you use event
recording to measure?
Innovative techniques
Chart
Clipboard
Tape
Beads
Beans/coins/paperclips
Golf counter
Knitting counter
Interval Recording
Requires undivided attention during
intervals
Watch student during entire interval
Record whether behavior occurred
Intervals are approximately 10 to 30
seconds each
Sample of Interval Recording
Student: 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
1
2
3
4
5
6
7
8
9
10
Key:
10”
O
X
X
X
O
O
X
O
X
O
20”
O
O
O
X
O
X
O
X
O
X
30”
X
O
O
X
X
X
O
X
O
X
40”
X
O
X
O
O
X
O
X
O
O
50”
X
X
O
O
X
X
O
X
X
X
60”
O
O
X
X
O
X
O
O
X
O
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 Recording
Student: 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
10”
20”
30”
40”
50”
60”
70”
80”
90”
100”
Key:
Social
Interaction
+
x
x
x
Parallel
Play
Alone
Organized
Play
+
-
No
Code
x
x
x
x
x
x
x
10” = 10 seconds.
Interval Recording
Advantages
applies to virtually any target behavior
can be converted to percent
yields data of relative frequency and duration
Disadvantages
requires accurate measure of behavior in relation to
a small amount of time
requires undivided attention
What types of behavior
might you measure using
interval recording?
Innovative ways to use interval
recording
Timers
Stop watches
Use breaks between intervals
On 30 seconds
Rest 10 seconds
Duration Recording
Use a stopwatch or a watch with a
second hand
Start timing when behavior starts
Stop 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 using
obscene gestures).
Observer: Patrick Starr (teacher)
Date
3/2/98
3/3/98
Start Time
8:45:07
2:39:49
9:05:03
End Time
8:59:09
2:49:59
9:14:03
Duration
:14:02
:10:10
:09:00
Duration Recording
Advantages
produces a percentage
measures behaviors that occur at extremely
high rates and/or extended periods of time
Limitations
requires discrete behaviors
requires a stopwatch
What types of behaviors
might you measure using
duration recording?
Latency Recording
Measures how long it takes for behavior
to begin
use a stopwatch or watch with a second
hand
start timing when request for behavior is
given
stop timing when behavior is initiated
Sample Latency Recording
Student: Tommy Pickles
Setting: Third-grade class
Definition of behavior: Student initiates, following teacher’s verbal
directions.
Observer: Angelica Pickles (counselor)
Date
Teacher
Request
3/2/98
8:45:07
2:39:49
9:05:03
3/3/98
Student
Initiates
Following
Directions
8:59:09
2:49:59
9:14:03
Latency
:14:02
:10:10
:09:00
Latency Recording
Advantages
can easily be converted to an average
Limitations
requires discrete behavior
requires a stopwatch
What types of behavior
might you measure using
latency recording?
Momentary Time Sampling
Set up time intervals
Observe behavior only at the end of the
time interval
Record 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 the
assignment.
Observer: Jerry Rodent (paraprofessional)
minute
1
Key:
10'
O
20'
O
30'
X
40'
X
50'
X
60'
O
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
Advantages
Data can easily be converted to percent
Does not interrupt the delivery of instruction
Limitations
requires a large number of observations to
allow for interpretation of data
What types of behavior
might you measure using
momentary time
sampling?
Scatterplots
Advantages
allows the observer to plot the relationship
between two or more variables
easy to complete and interpret
useful in deciding about more focused
assessment
Scatterplots
Limitations
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 Contol
Measure
Reward
Evaluate
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.