CHAPTER 3 COLLECTING DATA

Transcription

1 CHAPTER 3 COLLECTING DATA RECORDING BEHAVIOR Intensity- strength Frequency - often Duration - long Latency - start Rate - frequency in minutes per hour RECORDING BEHAVIOR Describe the behavior you wish to observe/measure in words. Determine the best way to do the observation 1

2 NEGATIVE INFLUENCES ON MEASUREMENT Reliability Observer drift - Change target behavior Observer Expectancy - predetermined ideas Characteristic Bias - sex, age Personal Values Non-systematic Lack of charting and recording TYPES OF RECORDING Event Recording-frequencydiscrete-beginning and end counting Eye poking, tantrums, head banging Duration Recording-beginning and ending sleeping TYPES OF RECORDINGS Interval Recording-approximation of the number of occurrences-count intervals 1.Whole-the behavior consumes the whole interval-continuous-off task, walking around 2.Partial-the behavior does not consume the whole interval-cursing, hitting-one notation 3.Momentary Time Sampling-longer periods of time. At the end of the interval-in minutes Anecdotal Records-listing 2

3 EVENT RECORDING Indicate each time behavior occurs. Behavior Events Total Talking t t t t t t 6 Hits h 1 Out of Seat s s 3 WAYS TO COLLECT FREQUENCY DATA Make a tally mark on card or paper Make a tally mark on tape on wrist calculator 1, +, +, +, + pocket-to-pocket paper clips or like objects WAYS TO COLLECT FREQUENCY DATA Date Start time Stop time # of occurrence Total # 2/14 8:00 8:20 IIII IIII /15 8:00 8:20 IIII IIII II /16 8:00 8: IIII IIII IIII II 17 2/17 8:00 8:20 11 IIII IIII IIII 14 3

4 DURATION RECORDING Indicate how long a behavior lasts Behavior Time Out of Seat ^^^^^^^^^^^^^^^^ DIMENSION: TIME-BASED Duration Time how long behavior occurs Stop watch Or start, stop time Latency Time how long before starts responding e.g., to follow direction INTERVAL RECORDING Indicate behavior in time intervals Behavior Interval :00 :05 :10 :15 :20 Out of Seat * * * 4

5 ANECDOTAL RECORDS Journal entry 5/14 John strikes Phil during bathroom break Journal 5/17 Parent contacted because John was in a fight DIMENSION: RATE Bob Bear Time observed: 9:00-9:15 Number of callouts: 30 Number per minute: 2/min Combines frequency and time Count frequency Time duration Compute number per minute (or number per class or per hour) Formula: # of occurrences divided by the # of minutes = #/minute CONVERTING FREQUENCY DATA TO RATE Date Start time Stop time # of occurrences Total # Rate 2/14 8:00 8:20 IIII IIII /min 2/15 8:00 8: IIII IIII I 12.8/min 2/16 8:00 8: IIII IIII IIII II 17.7/min 2/17 8:00 8:20 11 IIII IIII IIII 14.7/min 5

6 MOMENTARY TIME SAMPLING Use specific time intervals (e.g., 3 minutes) Cue yourself (e.g., timer; cue tape) Note whether the behavior was or was not occurring at the end of each interval MTS Intervals of times are usually minutes rather that seconds (5 mins., 10 mins., 15 mins.) Allows for and requires observing the behavior over longer periods of time MTS Disadvantages of using MTS recording procedure observer may miss a lot of behavior when using MTS the longer the time sampling interval, the less accurate the data 6

7 OPTIONS FOR INTERVAL RECORDING SYSTEMS Momentary time sampling: Is the behavior occurring at the moment the interval ends (e.g., when timer rings)? Partial interval recording: Did the behavior occur at any time during the interval? Use with discrete behaviors. Whole interval recording: Did the behavior occur during the entire interval? Use with continual behaviors. INTERVAL RECORDING Partial Interval behaviors are discrete Whole Interval behaviors may continue across two or more intervals INTERVAL RECORDING From interval recording data, one can infer: approximate # of occurrences of the behavior approximate duration of the behavior within the observation period distribution of the behavior across the observation period 7

8 LOGISTICS OF RECORDING Make a data collection form Student s name Behavior & definition of the behavior Date Your name Places to record the data Materials needed (e.g., stopwatch, cue tape, timer) Length of observation Class period BEHAVIORAL OBSERVATION Behavioral observation requires observation of students : current functioning and ongoing progress DIMENSION OF BEHAVIOR WAYS TO DESCRIBE BEHAVIORS Frequency: number of times the behavior occurs Latency: length of time between instruction and performance of the behavior Rate: frequency expressed in a ratio with time Duration: how long the behavior lasts Topography: what the behavior looks like Force: the intensity of the behavior Locus: where the behavior occurs 8

9 DIMENSIONS OF BEHAVIOR If you count the number of times a behavior occurs: 1) FREQUENCY - how many times a behavior occurs 2) RATE - how many times a behavior occurs per sec, min, hr. DIMENSIONS OF BEHAVIOR If you time a behavior to see how long it lasts: 1) DURATION - how long a behavior occurs during an observation period 2) LATENCY - time between request to start and when response occurs DIMENSIONS OF BEHAVIOR If you describe a behavior: 1) TOPOGRAPHY describes the behaviors complexity 2) FORCE describes the intensity or force of a behavior 3) LOCUS describes the target of a behavior or where it takes place 9

10 OBSERVATIONAL RECORDING SYSTEMS Analyzing Written Records: Anecdotal reports Observing Tangible Products: Permanent product recording Observing a Sample of Behavior: Event Recording Interval Recording Partial Whole Momentary Time Sampling Duration Recording Latency Recording OBSERVATIONAL RECORDING SYSTEM: EVENT RECORDING OBSERVATIONAL RECORDING SYSTEM: INTERVAL RECORDING W H O L E P A R T I A L Occurrence = X Nonoccurrence = O Occurrence = X Nonoccurrence = O " " 1 st 1 st Whole X X O O O O Partial X X X X X O 2/6 Occurrences= 33% 5/6 Occurrences= 83% 10

11 OBSERVATIONAL RECORDING SYSTEM: MOMENTARY TIME SAMPLING X O O O O X OBSERVATIONAL RECORDING SYSTEM: DURATION AND LATENCY D U R A T I O N L A T E N C Y Behavior: Date: Behavior: Date: Time behavior starts Time behavior stops Incident duration Whole duration Time of request Time behavior starts Latency of response Total latency REVIEW: OBSERVATIONAL RECORDING SYSTEM Did the behavior occur at the moment the interval ends? Good to use when looking to increase the behavior. Did the behavior occur during the entire interval? Good to use with continual behaviors. Good to use when looking to decrease the behavior. Did the behavior occur at any time during the interval? Good to use with continual behaviors. Whole Interval Partial Interval Momentary Time Sampling 11

12 REVIEW: OBSERVATIONAL RECORDING SYSTEM How long did it take the student to respond after a stimulus (prompt) is presented? How long did the target behavior occur? Latency Duration PRACTICE: DIMENSION AND RECORDING SYSTEM Handraising In-Seat Compliance with Teacher Directive Working Independently Dimensions Frequency Rate Duration Latency Topography Force Locus Recording Systems: Anecdotal Permanent Product Event Recording Interval Recording Partial Whole Momentary Time Sampling Duration Latency PRACTICE: DIMENSION AND RECORDING SYSTEM Tantrum Solving 2-Digit Subtraction Problems Fighting Compliments Dimensions Frequency Rate Duration Latency Topography Force Locus Recording Systems: Anecdotal Permanent Product Event Recording Interval Recording Partial Whole Momentary Time Sampling Duration Latency 12

13 REVIEW QUESTIONS Which recording system(s) collect qualitative data? Which recording system(s) collect quantitative data? Which recording system attempts to collect exact measurements of behavior? Which two recording systems offer only estimates? Event Recording Interval Recording MTS Duration Latency Permanent Product Anecdotal REVIEW QUESTIONS Which recording system offers a teacher a way to keep on teaching while collecting data on high frequency or continual behaviors? Which recording system collects data to indicate the amount of time between a stimulus and the initiation of a behavior? Which recording is primarily used to teach acquisition of a complex skill? Which two recording systems offer only estimates? Event Recording Interval Recording MTS Duration Latency Permanent Product Anecdotal REVIEW QUESTIONS Which dimension will allow the teacher to determine the percentage of correct responses out of a total number of opportunities to respond? Which dimension will allow the teacher to determine how often a student is out of his/her seat? Which dimension will allow the teacher to describe the intensity of a behavior? If a teacher describes what a tantrum looks like she is using? Frequency Rate Duration Latency Topography Force Locus 13

14 WHAT TYPE OF INTERVAL RECORDING WOULD YOU USE FOR? Tantrums Out of seat Swearing Teasing/ taunting peers CHECKPOINT Determine if you should measure, frequency, duration, etc. for the objective your wrote earlier in your group. What type of recording device will you use (anecdotal, interval, etc.)? 14