The effects of a warning procedure signaling exclusionary timeout as a consequence for inappropriate behavior during contingent observation timeout was evaluated for nine elementary students with emotional and behavioral disabilities. During baseline conditions, students exhibiting inappropriate contingent observation timeout behavior received three warnings before exclusionary timeout was implemented. During intervention conditions, exclusionary timeout was contingent upon the first occurrence of inappropriate contingent observation behavior (with no warnings given). Data were collected on the frequency of (a) contingent observation directions, (b) “calls” for appropriate contingent observation behavior (which served as warnings for the exclusionary timeout contingency), and (c) exclusionary timeouts. An ABAB design (A = warning, B = no warning) established that substantially fewer inappropriate contingent observation timeout behaviors occurred under the no-warning condition. The number of exclusionary timeouts given remained relatively stable across all conditions. The use of warnings was associated with a decrease in appropriate contingent observation timeout behaviors, though not to the point where the more intrusive contingency was implemented. These findings suggest that use of the warning procedure actually resulted in more negative interactions (calls) between the staff and the students.
This article presents the Verbal Interaction Analysis System (VIAS), a computer-based system designed to analyze verbal interactions, and describes application of the VIAS in analyzing family/professional interactions during the Individualized Family Service Plan (IFSP) process. The VIAS allows for instant data entry, data analysis, data display, and report writing. The VIAS may prove to be a useful observational tool for (a) measuring the quality and quantity of interactions between professionals and families during the IFSP process, (b) providing an analysis of reciprocal influences in the interactions among professionals and families in the IFSP process, and (c) determining the extent to which those interactions truly represent family-centered principles and practices. Prospective users of the VIAS include: early intervention personnel; higher education faculty; family support and advocacy leaders; researchers interested in the effectiveness family-centered practice; and, researchers interested in interaction analysis. Pilot testing of the VIAS has been completed and further testing is underway.
This article describes a computer-based system, the Direct Observation Data System ( DODS). DODS allows for unobtrusive collection of direct observational data in the classroom and in natural settings. At present the DODS consists of an event recording and duration recording program. The DODS supports the use of a remote recording device for the collection of direct observational data. The remote recording device allows the user to: (1) collect direct observational data while continuing to teach and monitor student progress; (2) collect direct observational data in settings other than where the computer is located; and (3) collect direct observational data in natural settings (e.g., lunchroom, playground, community, home, etc.). The DODS is currently undergoing field testing. Implications for use of the DODS and other computer-based data collection systems under development are discussed.
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