The effects of observational session length, method of recording, and frequency of teacher behavior on reliability and accuracy of observational data

Smith, J. B.; Madsen, Charles H.; Cipani, Ennio

doi:10.1016/s0005-7894(81)80096-2

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Although occurring in different academic content areas, each lesson incorporated a combination of teacher lecture, interactive discussion, and individual work. The use of 10-min observation periods was determined to be adequate for sampling the teacher behavior (Kennedy, 2005) and reasonable for accurate recording (Smith, Madsen, & Cipani, 1981). Specific observation periods for each class are identified in Table 1.…”

Section: Methodsmentioning

confidence: 99%

Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention

Hawkins

Heflin

2010

Journal of Positive Behavior Interventions

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Teachers working with students with emotional/behavioral disorders (EBD) in elementary schools can be helped to increase use of an important behavioral strategy, behavior-specific praise statements (BSPS). Unfortunately, teachers’ behaviors return to baseline levels when researchers leave, and little is known about the use of praise on high school students. To investigate strategies to promote maintenance of behavior change, an intervention combining visual performance feedback and video self-modeling was implemented with three teachers of high school students with EBD. A multiple baseline with embedded withdrawal design demonstrated a functional relation between the intervention and increased use of BSPS; however, only one teacher continued to give BSPS when the intervention was withdrawn. Implications for practice and future research are discussed.

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Section: Methodsmentioning

confidence: 99%

Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention

Hawkins

Heflin

2010

Journal of Positive Behavior Interventions

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show abstract

Observational Methods

Hartmann

Wood²

1990

International Handbook of Behavior Modification and Therapy

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Observer Accuracy under Two Different Methods of Data Collection: The Effect of Behavior Frequency and Predictability

Acker

1991

J Spec Educ Technol

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The present study compared the accuracy of observers employing momentary time sampling vs. continuous data collection systems when scoring behaviors that differed along the dimensions of frequency and predictability. Twelve trained observers were randomly assigned to one of the two methods of data collection when scoring a series of four videotapes of teacher-student interaction. The results indicated that there was no overall difference in observer accuracy between the two methods of data collection. Interesting disordinal interactions, however, were identified. Continuous data collection significantly enhanced observer accuracy when scoring high frequency behaviors and behaviors with high transitional probabilities to other behaviors. Continuous data collection, however, impeded accuracy when behaviors displayed low levels of predictability (low transitional probabilities). Momentary time sampling produced the most stable levels of observer accuracy. Some implications of these findings for the selection of recording procedures and observer training are presented.

show abstract

The effects of observational session length, method of recording, and frequency of teacher behavior on reliability and accuracy of observational data

Cited by 4 publications

References 6 publications

Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention

Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention

Observational Methods

Observer Accuracy under Two Different Methods of Data Collection: The Effect of Behavior Frequency and Predictability

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