ESS 545
Toowm92
DataCollectionmethods.pptx
Data Collection and Graphing
Rationale for Collecting Data
Choosing a System
Anecdotal Reports and Permanent Product Recording
Observational Recording Systems
Duration and Latency Recording
Interobserver Reliability
Factors that Affect Data Collection and Interobserver Agreement
Data Collection: Overview
Analyze the effects of an intervention
Allow for formative and summative evaluation of an intervention and adaptations of instruction based on individual data
Accountability
Behavioral evaluation requires observation of students’ current functioning and ongoing progress
Why Do we collect data?
Frequency- # of times a student engages in a specific behavior
Rate- Frequency expressed in a ratio with time
calculated by dividing the number of times a behavior occurred by the length of the observation period.
Duration- How long a student engages in a behavior from start to finish.
Latency- length of time between the instructions to perform a behavior and the occurrence of the behavior.
Topography- what the behavior looks like; describes its complexity and motor components
Force- intensity of behavior
Locus-where the behavior occurs
Dimensions for Observation of Behavior
Analyzing Written Records:
Anecdotal Reports
broadest possible description of events occurring within a time period one would use
Observing Tangible Products
Permanent Product Recording
Observing a Sample of Behavior
Event Recording
Interval Recording
Time Sampling
Duration Recording
Latency Recording
Three General Categories of Systems for Collecting Data
A written description of events that occur during a specific time period (e.g., lunch time) or an instructional period (e.g., math class)
Target behavior is identified after recording anecdotal report
Useful for analysis, not evaluation
Anecdotal Reports
Guidelines for Anecdotal Reports
Write down the setting as you initially see it, describe the individuals and their relationship, identify the occurring activity.
Record everything the targeted student says and does and to whom or to what.
Describe everything said and done to the student and by whom.
Clearly differentiate between fact and your interpretation of what is being observed.
Provide some temporal indications so as to be able to judge duration. (Wright, 1960)
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Questions for Analyzing Anecdotal Information
What are the behaviors that can be described as inappropriate?
Is this behavior occurring frequently, or has a unique occurrence been identified?
Can reinforcement or punishment of the behavior be identified?
Is there a pattern to these consequences?
Can antecedents to the behavior(s) be identified?
Is there a pattern that can be identified for certain events or stimuli (antecedents) that consistently precede the behaviors occur?
Are there recurrent chains of certain antecedents, behaviors, or consequences?
Given the identified inappropriate behavior(s) of the student and the patterns of antecedents and consequences, what behavior really needs to be modified and who is engaging in the behavior?
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Permanent Product Recording
Recording tangible items or environmental effects that result from a behavior (outcome recording)
May include audiotape, videotape, digital recording systems, and written work samples
May be used to collect data for the following behavioral dimensions:
Rate
Duration or Latency
Topography
Force
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Observational Recording Systems
Event Recording – recording the number of times a behavior occurs
Interval Recording – recording of whether a behavior occurs during intervals of specified time period
Time Sampling – recording of whether a behavior occurs at the end of an interval during a specified time period
Duration Recording – recording the length of a time a behavior occurs
Latency Recording – recording the amount of time it takes for a student to begin the targeted behavior.
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Event Recording
Used with discrete behaviors
Behaviors for which event recording is not appropriate:
Behaviors that occur at a high frequency (e.g., number of steps taken during running)
Behaviors for which one occurrence of the behavior can last for long periods of time (e.g., tantruming)
Advantages of Event Recording:
Accurate
Easy to implement data collection system
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Basic Data Sheet for Event Recording
Student: _____________________
Observer: ____________________
Behavior: _____________________
Date
Time
Start:
Stop:
Notations of Occurrences
Total
Occurrences
3/15
3/16
10:00 -10:15
10:00 – 10:15
//// //// //// //// ///
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//// //// //// ///
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Interval Recording & Time Sampling
An observation period is divided into a number of short intervals. The observer counts the number of intervals when the behavior occurs.
Does not provide an exact count of behaviors but is appropriate for continuous and high frequency behaviors
Partial-interval recording – the behavior does not consume the entire interval
Whole-interval recording – the behavior consumes the entire interval
Usually intervals range from 5sec-30sec for interval recording
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Interval Recording Data Sheet
Student: ___________________ Behavior: ______________
Date: ______________________
Time Start: _________________ Time End: _____________
Observer: __________________ Setting: _______________
(Length of Intervals in Seconds)
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An observational system in which an observation period is divided into equal intervals; target behavior is observed at the end of each interval.
Usually intervals of minutes versus seconds
Student observed only at the end of the interval
Time Sampling happens over longer periods of time, intervals are broken into minutes vs. seconds
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Interval Recording & Time Sampling
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Time Sampling Data Sheet
Student: ______________________ Behavior: _________________
Date: _________________________ Start Time: _______________
Observer: _____________________ End Time: ________________
10’ 20’ 30’ 40’ 50’ 60’
O = nonoccurrence
X = occurrence
x
o
x
x
o
x
o
x
o
x
x
o
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Similarities and Differences between Time Sampling and Interval Recording
Both provide an approximation of how often the behavior occurs. (Neither as accurate as event recording)
Interval provides a closer approximation than time sampling to actual occurrence of behaviors because intervals in smaller units (e.g., seconds versus minutes)
Interval recording for short observation periods, time sampling for longer observation periods
Time sampling easier to manage while teaching because intervals divided into longer units of time
During interval recording the behavior can be noted and recorded during any point during the interval. During time sampling occurrence of the behavior is observed and recorded only at the end of the interval.
For both, number of intervals in which the behavior was observed is reported not the number of occurrences of the behavior.
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Duration and Latency Data Collection
Both emphasize measures of time rather than instances of behavior
Duration:
Average duration – used when the behavior occurs regularly. Teacher measures length of the time consumed in each occurrence and then finds the average duration for that day.
Total duration – measures how long a student engages in a behavior during a limited time period
from the time the student begins the response until he or she completes the response
Latency:
Length of time between instructional cue and initiation of the behavior
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How do we decide which Data collection method to use?
Behavior
Concern related to a numerical dimension of the behavior
Concern related to a temporal dimension of the behavior
Discrete
Discrete or Continuous
Event Recording
Occurring at a high frequency
Occurring at a moderate frequency
Interval Recording
Time Sampling
Prior to response initiation
Time between response initiation and termination
Duration Recording
Latency Recording
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Log into D2L
Complete the Identifying Data Collection Method Worksheet
You may do this with a partner, but everyone must submit.
When completed put it in the associated dropbox.
Activity
