SPED 3306 Sam Houston State University Off Task Behaviour Discussion

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sped 3306

Sam Houston State University

SPED

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1. Imagine that you are a second grade classroom teacher or behavioral consultant. You have 26 students in your class, so your time and attention is limited. One student, Brian, appears to be off-task frequently during independent reading time. 

  • Develop a behavioral definition of "off task behavior." See your book and lecture for details of what is required for a behavioral definition. (Note that everyone's definition of "off-task" behavior may be a little different. I am looking for you to define it in unambiguous terms)
  • State which recording method you would use to record off-task behavior and why you chose that method over the other recording methods.

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Lesson 4 RELIABILITY AND VALIDITY OF EVERYDAY OBSERVATIONS DR. KRISTINA VARGO * CO N T E N T A DA PT E D F RO M M I L L E R ( 2 0 0 6 ) Reliability and Validity Tactics using the Behavioral Strategy ◦ 1. Develop a behavioral definition (gives you a basis for observing the behavior) ◦ 2. Use direct observation to gather information about the problem behavior ◦ 3. Check the reliability and social validity of your observations Reliability ◦ Measure of the accuracy of your observations Social Validity ◦ Measure of whether you are observing what you are really interested in Repeated Observations What is meant by “can you repeat an observation?” ◦ Essentially, can you get the same value ◦ Example: measuring a table multiple times ◦ Measuring studying time over multiple days – we have less trust in our data if the data are extremely variable Behavior analysts measure people’s behavior for several days until it reaches a stable level ◦ Many factors can influence behavior in a complex situation ◦ As a result, we must observe over long periods of time to obtain stable data Repeated observations is contrasted with other methods that rely on a one-time interview or quick measurements ◦ *The easiest method may not be the best method Reliability and Accuracy We don’t have a way to measure the accuracy of our data correctly However, we measure it indirectly by comparing observations of the same responses made by two independent observers using the same behavioral definition ◦ The more the observers agree, the more accurate the observations ◦ Agreement between two observers is evidence of accuracy ◦ Reliability: the agreement between two independent observers Reliability and Accuracy Two conditions needed to measure reliability ◦ Same behavioral definition ◦ E.g., teacher and aide both observe “on-task” behavior – must both define it the same way! ◦ Observation of the same responses ◦ E.g., teacher and aide must observe at the same time, not different times Two forms of reliability ◦ Trial reliability: used when comparing each observation of two observers ◦ Frequency reliability: used when comparing the total observations Trial Reliability Compares each observation for the two observers ◦ Every chance to observe the behavior is called a trial ◦ E.g., each time a pitcher throws a ball, each question posed by a teacher to a student ◦ Each trial allows two observers to use the same behavioral definition on the same responses and then compare their observations Most rigorous form of reliability – that’s a good thing! ◦ Used when observing complex behaviors with a checklist, interval recording, and time sample recording ◦ Each interval is a “trial” ◦ We recommend using headphones to ensure both observers use the same intervals How to calculate ◦ Count the number of agreements and disagreements between observers ◦ Divide the number of agreements by the total number of trials (agreements plus disagreements) Trial Reliability Interval 1 2 3 4 5 6 7 8 9 10 Teacher X X - - - X - - - X Aide X X - - X X - X - X Susie’s “Talking out of turn” behavior was recorded by her teacher and classroom aide within 1 min intervals using interval recording. If Susie talked out of turn at any point within the interval, an “x” was marked. If no talking out occurred, a “-” was marked. Calculate the reliability 1. Total number of agreements (8) and disagreements (2) 2. Agreements (8) / Total trials (10) = 80% Frequency Reliability When using outcome or event recording with a simple behavior, frequency reliability should be used (not trial reliability) Frequency reliability: compares the total count between two observers ◦ Used when each observation cannot be compared ◦ We assume that overlap in the two counts represents agreement and nonoverlap represents disagreement Formula: Agreements divided by agreements plus disagreements ◦ Also: smaller number divided by the larger number ◦ Less rigorous because we don’t know for sure whether any observation from one person is the same as the other’s Frequency Reliability 30 min Reading period Teacher Aide IIIII IIIII IIIII IIIII IIIII II Susie’s “hand raising” behavior was recorded by her teacher and classroom aide during a 30 min period. If Susie talked raised her hand, a tally was made. If no hand raise occurred, no tally was marked. Calculate the reliability 1. Total number of agreements (12) and disagreements (3) 2. Agreements (12) / Total agreements and disagreements (15) = 80% 3. OR smaller (12) / larger (15) = 80% Goal for Reliability Goal is often 90% agreement (although we will accept up to 80% for new definitions) The goal is rarely attained initially ◦ ◦ ◦ ◦ Train your observers Review the behavioral definitions frequently Give lots of examples Do not allow observations to begin until competency is reached Social Validity Correlation between ratings by outside judges and observations by trained observers ◦ Does the common meaning of the behavior match our behavioral definition? If a researcher’s observations correlate with an untrained person’s “common” observations, then the behavioral definition has social validity ◦ E.g., teacher recording on-task behavior wile a parent also records it ◦ If they do not correlate, it suggests that our definition may not truly represent on-task behavior Social validity questionnaires may also be used to find how outside judges feel about the social acceptability of the goals, procedures, and outcomes of an intervention. ◦ The more favorable the results, the higher the social validity. ◦ E.g., assess social validity of two interventions: token economies vs. harsh yelling Lesson 3 METHODS FOR THE OBSERVATION OF EVERYDAY BEHAVIORS DR. KRISTINA VARGO *CONTENT HAS BEEN ADAPTED FROM MILLER (2006) Observation Tactics ◦ 1. Develop a behavioral definition (gives you a basis for observing the behavior) ◦ 2. Use direct observation to gather information about the problem behavior Four most common methods for direct observation ◦ ◦ ◦ ◦ Outcome recording when the behavior leaves a unique result Event recording when instances of the behavior are uniform Interval recording when the behavior is non-uniform Time sample recording when you wish to sample the behavior Recording behaviors Some behaviors are uniform in length while others are not ◦ Example: saying a syllable (each takes about the same amount of time) vs. speaking (may be one word or an hour speech) Outcome Recording Outcome recording is used for a uniform behavior that produces a unique result ◦ Relatively easy ◦ Observers can look for the result at their convenience Outcome recording: you record a response when you see the result of the behavior ◦ Use a behavioral definition to state the result to look for ◦ You do not have to watch the individual engage in the behavior because you are only interested in the unique result With outcome recording, observation takes place after the response, possibly long after ◦ Ensure that the result is unique to the behavior for it to be useful Outcome Recording Complex behaviors ◦ Use a checklist to observe a series of behavioral results Still, it is only outcome recording if you look at the result of the behavior and not the actual behavior itself To decide whether a method of observation is outcome recording ◦ “Does the behavior occur as uniform instances?” ◦ If yes, “Does the behavior leave a result?” ◦ If yes, “then the method is outcome recording. Event Recording If a behavior does not leave a unique result, you must observe it during the occurrence of the response (waving to someone, saying thank you) Event recording: used for uniform behaviors that do not leave a result ◦ Record a response when you see an instance of the behavior ◦ E.g., counting each time a student raises their hand in class Used for simple and complex behaviors ◦ The observer must watch the behaviors as they occur Interval Recording for Non-uniform Behaviors Used when you can’t use an instance-type method of observation Many behaviors are non-uniform (studying) ◦ If you use event recording for non-uniform behaviors, you will include irrelevant behaviors and produce meaningless results ◦ Example: Jonny and Susie are both working on their science homework. Jonny works straight through for 30 min. Susie also works for 30 min, but takes a break 5 times. ◦ With event recording, we would say Jonny worked once, but Susie worked 6 times. In fact, Susie spent less time working than Jonny. To observe non-uniform behaviors, divide the overall observation time into short intervals ◦ Divide the 30 min study time for Jonny and Susie into 30 1-min intervals and record studying during each ◦ Gives a rough estimate of the amount of time for that behavior Interval Recording Record a response if the behavior occurs in one of a series of continuous intervals ◦ Continuous: each additional interval starts right after the end of the prior interval ◦ Observer divides the entire observation period into intervals that follow one another ◦ The behavior doesn’t have to occur in each interval, but the observer must watch for it (the observer must watch continuously) ◦ The response may fit within one interval or lapse across two or more intervals ◦ Your task: Decide whether the behavior occurred at any point within each interval Occurrence of a behavior in interval recording ◦ ◦ ◦ ◦ ◦ The behavior starts within the interval The behavior ends within the interval The behavior starts before the interval and continues past the end of the interval The behavior starts and ends during the interval The behavior starts and stops more than once during the interval (record it only once) Figure 3-3 Interval Recording Three aspects of interval recording ◦ Use interval recording to observe non-uniform behavioral episodes ◦ Divide the overall observational period into continuous intervals that follow right after one another ◦ Observe during each interval to determine whether or not the behavior occurs during some portion of the interval ◦ Note that the overall record indicates the amount of time the behavior occurred Objective: ◦ Identify what percentage of time the behavior occurred (approximately) Time Sampling Recording for Sampling a Behavior Variation of interval recording Used when behavior analysts can’t continuously record one behavior ◦ Observe it only part of the time ◦ Can be used to observe multiple behaviors or one behavior when it is not convenient to observe it continuously For time sample recording, record a response if one behavior occurs within one of a series of discontinuous intervals ◦ You observe the behavior during a sample of the total time period rather than during all of it Time Sampling Differs from interval recording by using discontinuous intervals ◦ Discontinuous intervals: the beginning of each time interval does not start at the end of the prior time interval – interruption between intervals Variation allows for observing multiple people one after the other ◦ Useful in classrooms Variation of only one behavior during discontinuous intervals ◦ Often used when you have a long time period (e.g., 5-s interval every 30 min) ◦ Also useful to give more time (to write down results) – observe the last 1-2 s of each 1-min interval ◦ Could also observe one behavior during randomly selected observational periods (after 5, 12, 8, 10 min to check if student is reading)
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Running head; OBSERVATION DISCUSSION BOARD

Off-Task Behaviour
Name
Institution

OBSERVATION DISCUSSION BOARD
Loosing instructional time as a result of off-task behavior is an entrenched issue in educational
situations such as class sessions. Off-task behavior is recognized to contrarily affect scholarly
acco...


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