1. Session Two Part Three

2. 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

3. Activity Look at the next clip, how would you observe it, what would you look for ?

5. Observation There are two basic approaches observation – Quantitative – Qualitative

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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.

14. 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

15. Measureable Characteristics Measurement is based on four characteristics – Duration – Latency – Frequency – amplitude

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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.

27. 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

28. 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

29. 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

30. Stopped 2-25

31. Behavior Teachers can measure a single behavior or a constellation of behaviors Ex- single screaming at others Constellation- antisocial behavior such as being mean- including screaming, hitting, kicking teasing others

32. Behavior Observation of behaviors can look at several types of behaviors desirable 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

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

35. 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.

37. 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

38. 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

39. Preparation for Observation Define the target behavior – Clear definition – Clear criteria Select Context – Pick three different context – Reading class, math class and lunch

40. 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

41. Preparation for Observation Select the Means of observation Will it be in person, Will it be electronic Will it be through rating forms

42. Other Gather all materials Test materials, check recorder Decide where you will observe from