1. Direct Behavioral Observation
Special Education 417/517
Direct Behavioral Observation

2. Basic Principles and Concepts
A procedure in which observers develop operational definitions of the targeted behaviors of interest, observe the subjects and systematically record their behavior.
Easily linked to the development of interventions.
IDEA requires observation in the evaluation of EBD
Provides functional information regarding the behavior and its environmental relationships

3. Methods of Observation
Naturalistic Observation
Observe and record behaviors at time of occurrence in natural setting
Uses trained, objective observers
Behavioral description system requiring little inference
Minimally intrusive
School is highly conducive to this type of observation

4. Methods of Observation
Analogue Observation
Designed to simulate the conditions of the natural environment
Requires a highly structured and controlled setting in which behaviors of concern are likely observed.
Indirect measurement procedure
Examples – parent child role play interactions
Generalization issues - / high degree of inference
Allows for greater control of environment
Requires structure of observational setting to closely resemble natural environment

5. Methods of Observation
Self Monitoring
Target child is trained in observing and recording their own behavior
Advantages – low cost and efficiency, can tap into covert private thoughts and its lack of intrusiveness
Disadvantages – reliability / validity, difficult to train child
Need to provide sufficient training, use formal observation forms, require minimal energy for self monitoring procedures, conduct reliability checks and reinforce subject.

6. Observational Coding Procedures
How we record observational data.
Four types most commonly used
Event Recording (frequency recording)
Interval Recording
Time Sample Recording
Duration and Latency Recording

7. Event / Frequency Recording
A count of how many times target behavior(s) occur during the length of the observational period
Best suited for behaviors that:
Have clear beginning and end
Should take approximately the same amt of time to complete each response every time the behavior occurs
Behaviors should not occur so frequently that it is difficult to separate occurrences
Can be used sequentially for ABC

8. Interval Recording
Select a time period for the length of the observation
Divide the time period into equal intervals
Record whether the target behaviors occurred during each interval
Example: 30 min. obs divided into 90 equal intervals 20 second each
Usually less than 1 hr long, intervals no more than 30 sec long – Timing device needed
Two types – Whole and partial interval

9. Interval Recording
Whole interval: The behavior must be observed during the entire interval to be recorded
Good for behaviors that are continuous (on task behavior) and intervals that are short to medium in length
Partial interval: Observer codes behavior if it occurs at any time during the interval
Good for behaviors that are low frequency and observed over fairly long intervals of time

10. Time Sample Recording
Observation period is divided into intervals of time (like interval recording)
Behavior is observed only momentarily at the prespecified intervals (e.g., at the end of a 1 minute interval – on task, not on task)
Intervals can be divided randomly or in unequal units
Useful for behaviors that occur at a moderate but steady rate

11. Time Sample Recording Advantages Disadvantages
Require only one observation per interval
Less subject to the problems of getting off track
Useful for teachers who need to do other things during observation
Disadvantages
Because you are only recording for a brief moment in each interval you can miss many important behaviors
Conclusions may be based on incomplete information

12. Duration / Latency Recording
Focus is on the temporal aspects of the targeted behavior
Duration Recording
Focused on how long the behavior lasts (e.g., out of seat behavior, temper tantrums)
Difference between a student who gets out of his seat three times during thirty minutes and student who gets out of his one time for thirty minutes
Latency Recording
Focused on how long it takes behavior to begin (e.g., time between directive and follow through)

13. Validity Issues in Observation
Defining a behavioral domain too broadly nor too narrowly
Scorer Generalization – Assessment data may vary because of differences between scorers
Observer Drift – Tendency to depart gradually from original def. of how to code behavior
Need for Social Comparison Data – helps to determine nature and severity of the problem

14. Validity Issues in Observation
Reactivity Problems – obtrusiveness
Observe on playground, enter at transition times, sit in back of room, adjustment periods
Situational specificity of behavior
Use multiple settings if this is a concern
Inappropriate recording techniques
The dimensions of the behavior and the recording system used must mesh to a reasonable degree
Biased expectations / outside influence
Be strong and objective

15. Functional Behavioral Assessment
IDEA requires an FBA for students engaging in behaviors that interfere with the educational process
Looking at the functional relationships between behavior and suspected causes of the behavior
Primary goal is to develop hypotheses about the probable functions that the behaviors serve and to test these Hx by implementing an intervention.

16. Functional Behavioral Assessment
Phase 1 – Description – Determine settings, frequency, intensity, duration, previous interventions, and educational impact.
Phase 2 – Function – Use information to form hypotheses regarding the function and use these to guide intervention
Phase 3 – Interventions – Start and monitor

17. Observational Coding Systems
School Based
Child Behavior Checklist – Direct Observation Form
96 items rated on a four point scale following 10 min. observation
Event recording – written narrative during observation
Time sampling – Record whether child was on task at the end of each 1 minute interval
Internalizing and Externalizing scores
Behavior Coding System
Designed to measure patterns of coercive behavior and aggression on playground and in classroom
BASC Student Observation System (SOS)

18. BASC – Student Observation System
15 minute observational system designed for use in classroom settings
Defines 65 specific target behaviors that are grouped into 13 categories
4 categories – positive adaptive behaviors
9 categories – problem behaviors
Uses momentary time sampling approach
15 minutes – 30 intervals of 30 seconds each
At end of each interval child’s behavior is observed for three seconds

19. BASC – Student Observation System
At the end of the observation period, the observer provides narrative information
Drawbacks
No information on reliability
No norms
Limited information on the validity of the categories
Not useful for FBA – no antecedent information

20. Narrative Observation
Observation in any setting where descriptive narrative provides information on behaviors
Common in assessment where formal coding system is not necessary (overkill) or inappropriate
Flexible, provides ongoing analysis
Include date, running time tally, activity observed and play by play
Easy to incorporate into reports

21. Behavior Rating Scales
BASC, CBCL, Conners, PIY

22. Characteristics of Behavior Rating Scales
Less direct than observations or interviews
They measure perceptions of specified behavior by someone who knows child
Parent, Teacher, Primary Caregiver, Self report
One of the most commonly used instruments in a socio-emotional / behavioral assessment

23. Ratings vs. Checklists
Checklists – A list of symptoms or behavioral descriptors that rater checks if present
Checks are summed – additive in nature
Rating Scales – Allow rater to indicate if whether symptom is absent/ present, also to what degree
0=never 1=sometimes 2=frequent
Allows for more precise measurement of behavioral frequency or intensity

24. Advantages of Behavior Rating Scales
Less expensive in terms of professional time and training
Provide data on low frequency but important behaviors not always seen in observations
More objective and reliable than interviews or projectives
Can be used to assess children who cannot readily provide information about themselves
Capitalize on observations over a period of time
Capitalize on judgments and observations of persons who are highly familiar with subject

25. Problems with Behavior Rating Scales
Rating scales provide a portrait or general idea of behavior. They do not provide actual observational data
Response Bias
Halo effects – positive because of other positive characteristic
Leniency effects – overly generous or overly critical
Central tendency effects – proclivity to select midpoint ranges

26. Problems with Behavior Rating Scales cont.
Error Variance
Source variance – different raters have different ways of responding to the rating format
Setting variance – related to situational specificity of behavior
Temporal variance – behavior is likely to change over time as is informants approach to the rating
Instrument variance – different scales may be measuring different hypothetical constructs

27. Behavior Rating Scales
Behavior Assessment System for Children
BASC-PRS, BASC-TRS, BASC-SR
Child Behavior Checklist
CBCL-TR, CBCL-YSR
Conners’ Parent Rating Scales – Revised
TRS – long / short, PRS – long / short, Self report
Personality Inventory for Youth