Session Two

Part Three

Observation

• When the assessment does not have a permanent product then observation is the only alternative for evaluation

• Behaviors- Observation is the best method for assessing many types of behaviors

Activity

• Look at the next clip, how would you observe it, what would you look for ?

Observation

• There are two basic approaches observation– Quantitative– Qualitative

Observation

• There are two basic approaches observation– Qualitative-• Describes both the behavior and the context- the

observation usually takes the form of a narrative- Most common form is anecdotal records- good anecdotal records contain a complete description of the behavior and context

– Quantitative- • Requires preplanning and contains five steps

Observation

• There are two basic approaches observation– Quantitative- • Requires preplanning and contains five steps

– The behavior is precisely defined and objectified– the characteristics of the behavior are specified– Procedures for recording the behavior are developed– The times and place for observing the behavior are selected– Procedures are developed to build interobserver agreement

Observation

• Quantitative can occur live or by watching a video

• Sometimes a audio- video record of it. Sometimes this helps reveal details

• Sometime sit is hidden, other times it not

Observation

• Obtrusive versus Unobtrusive– Unobtrusive observations are Preferred– 1.• People are reluctant to engage I certain types of

behaviors if another person is looking• Thus when illegal, antisocial or offensive behaviors are

being targeted, then unobtrusive observations are best

Observation

• Obtrusive versus Unobtrusive– Unobtrusive observations are Preferred– 2• The presences of an observer alters a situation,

observation can change the behavior• Sometimes make it better or worse

– When a principal comes in a room, the teacher can stop being sarcastic and teach better or the teacher can get nervous and teach worse

Observation

• Obtrusive versus Unobtrusive– obtrusive observations are fine for behaviors that

are not antisocial, illegal or offensive– People are use to being observed and get use to it

Observation

• Contrived versus Naturalistic– Contrived is when a setting is staged to induce a

behavior for observation• You want to see if a child is more aggressive playing

with guns or cars, set up a play room accordingly

– Naturalistic nothing is contrived and you observe how people react in a natural setting• Just observe kids at a recess

Defining Behaviors

• Behavior is usually defined in terms of its topography, its function, and its– Topography refers to the way behavior is

preformed• When tom walked down the hall he held is head low at

a forty-five degree angle, his feet were spread in a wide gate with his toes pointed in.

Defining Behaviors

• Function- this is why the person performs the behavior – the function cannot be observed, it can only be inferred

• Where the FBA comes from• Some functions could include- – work avoidance,– attention seeking, – access to preferred activities,– escape or avoidance of others,– internal stimulation

Measureable Characteristics

• Measurement is based on four characteristics– Duration– Latency– Frequency– amplitude

Measureable Characteristics

– Duration• Behaviors that have a direct beginning and end may be

assed in terms of duration- • It is the length of time a behavior lasts• Can be reported as a average• Can be reported as a ratio of total time doing behavior

vs total time of observation– 4, 8,6, 2= 20 total observation is 40 minutes– Average =5– Prevalence of behavior is .5

Measureable Characteristics

– Latency• Refers to the length of time between a signal to

perform and the beginning of the behavior• The behavior must have a discrete beginning

– The teacher asks Timmy to take out his book to start an assignment. It takes him four minutes

Measureable Characteristics

– Frequency• The number of time a behavior occurs• When behaviors are accounted during variable periods,

frequency are usually reported as rates. You can then compare rates over time• 12 times per hour

• Should not be used when it is impossible to count the number of occurrences• When it happens over a prolonged period of time

Measureable Characteristics

– Amplitude-• Refers to the intensity of a behavior-• In most classroom situations the amplitude needs too

be estimated on a scale of 1-10• Could be estimated on a scale ( like a likert scale• Hit but did not harm, hit caused a bruise, hit and drew

blood

Measureable Characteristics

– Selecting the characteristics– Pick the characteristics that make the most sense,

have the most impact on a situation– If a child is out of his seat, not getting work done,

measure that

Sampling

• It is impossible to get data on every behavior, • Just like test data, you base your

observational data on sampling• Chose a time, context and behavior that is

appropriate

Sampling

• Context– Measure the behavior in different contexts, it may

differ and provide information as to the function• How is the behavior in the resource room compared to the

regular classroom, recess compared to gym• Consistent and inconsistent data can provide useful

information about – the Setting event (the environmental event that set the the

occasion for the performance of the behavior)– Discriminative stimuli- that is stimuli that are consistently present

when a behavior is reinforced and that comes to bring out the behavior even in the absence sofa the original reinforce

Sampling

• Times- It is impossible to observe someone 24-7 so you need to select sampling times

• Observation sessions are blocks of time set aside in which observations will be made– Sometimes sessions are continuous like a whole

day, more often it is block of time set aside

Time

• You need to consider how much time you have and how much time you need to observe a behavior.

• The time you spend observing a behavior is called an observation session

• Observation can be – Continuous – a long period like a whole school day– Small blocks of time called Intervals

Time

• In relation to the data collected, what do you think are the advantages of each type of observation– Continuous – a long period like a whole school day– Small blocks of time called Intervals

Time

– Continuous- rating scale• Frequency- a parent might be asked how often they

see the behavior• Duration-a parent might be asked how long the

episodes last• Latency- a parent might be asked how quickly a child

responds to a request• Amplitude- a parent might be asked to rate how

serious the outburst are.

Time

– Continuous• Is expensive• Difficult to focus on observing for a long period of time• An advantage, if a child know you are looking him, will

only be able to hide a behavior for a short time. It is bound to surface during a long observation.

– Small blocks of time called Intervals• Much easier to do,• can see if the behavior surfaces in different times and

contexts

Time

– Time sampling- are blocks of time that observation is done, interval sampling• A time period is divided into equal intervals of the

same length• Three types of intervals scoring

– Whole interval sampling-» When a behavior is counted if it appears at any point

during the whole interval, from the time it starts to it ends. Even if it started before the interval

– Partial interval sampling– Momentary Time sampling

Time

– Time sampling- are blocks of time that observation is done, interval sampling• A time period is divided into equal intervals of the

same length• Three types of intervals scoring

– Partial interval sampling» Only counts if the behavior start after the interval starts

– Momentary Time sampling» Only counts if the behavior occurs when the time interval

is ending

Stopped 2-25

Behavior

Teachers can measure a single behavior or a constellation of behaviorsEx- single screaming at others

Constellation- antisocial behavior such as being mean- including screaming, hitting, kicking teasing others

Behavior

Observation of behaviors can look at several types of behaviorsdesirable behaviors- reading well aloud

Undesirable- many times disabling there are several types

-harmful behaviors-Stereotypic or sterotypies-infrequent or absent desirable behaviors-Normal behaviors exhibited in inappropriate places

Behavior

Harmful behaviors- self injurious behaviors such as punching oneself, head banging, self biting, eye gouging , cutting

Behaviors

• Sterotypies– These behaviors are usually repetitive behaviors

that are inappropriate. Often the provide some type of stimulation for the person

– Examples include, vocalizations, flapping hands or arms.

Behaviors

• Infrequent or desirable behaviors– Nat speaking up– Not walking– the use or more frequent use of these behaviors

will allow for a more normal ,appropriate life

Behaviors

• Normal behaviors exhibited in inappropriate contexts– These are all types of private behaviors that are

displayed in public– The use of the behavior does not allow the person

to participate normally

Preparation for Observation

• Define the target behavior– Clear definition– Clear criteria

• Select Context– Pick three different context– Reading class, math class and lunch

Preparation for Observation

• Select observation schedule– Decide between continuous and interval– Decide length of intervals

• Develop recording Procedures– Time sampling?– What type of form– How will you code each behavior

• Select the Means of observation

Preparation for Observation

• Select the Means of observation• Will it be in person, • Will it be electronic• Will it be through rating forms

Other

• Gather all materials• Test materials , check recorder• Decide where you will observe from