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Resource:
Ideas and Insights:
Questions I hope this resource will answer:
Review Questions:
Key ideas:
Elaborations:
The process of counting and recording
behavior should be frequent and continuous.
It reduces the likelihood of error into the behavior
management process. Second, direct and continuous
counting reduces the likelihood of our either
premeaturely terminating and effective intervention or
unduly continuing and ineffective one.
Make sure it is the behavior you are counting
that is what you want to change not the
actions as a result of the behavior – such as
out of seat then hitting, papers on floor, etc…
Process of counting ensures we are not
targeting students that may be “labeled”.
Things to consider before counting:
“Stranger test” – stranger can walk in the
room and it be tested.
By counting behaviors we can evaluate if we are
successful.
Dead man’s test – If a dead man can do it, then change
the behavior. Stupid in my opinion.
Frequency counting – useful except: should not be used
when it happens so often you can’t count, behaviors
occur over and extended time (like 45 minutes).
Operation definition – involves breaking down
a broad concept into its observable and
Duration Recording – do this when want to measure
measurable components.
how long it lasts. Crying, doing work, returning to class.
Movement Cycle – exists if a behavior has a
specific beginning and ending points.
6-8-2021 Drytek/MarHW/GCSU/Summer2021/****
Direct measurement of permanent products –
behaviors that leave a permanent product after a
student performs them that are observed, counted, and
recorded – spelling words, pencils broken, notes to
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So-what-test this test consists of asking
ourselves if there is evidence that some
behavior is presently or potentially harmful to
the students’ own or their peers’ social,
emotional, or academic well-being. If yes,
then it passes the so-what-test
friends. Can measure this way with a recorder – but
should not measure in 2 situations: should not be used
for behaviors that do not naturally produce permanent
products – hopscotch example, permanent products
should not be used when there are multiple behaviors
that could result in the product.
Social Validity – sometimes behaviors are
targeted for intervention without considering
whether they are socially relevant.
Interval Recording – measures the occurrence or not of
behavior withing the specified time intervals. It does not
matter how many times in the interval period it occurs –
only one mark is given. Whole interval recording – it
should target appropriate behavior and requires
undivided attention.
Advantages to interval recording are: provides
frequency and duration of behavior. Helps determine
whether the target behavior is more likely to occur at
the start, middle or end of session.
Fair Pair – targeting an appropriate behavior
to increase when we target and inappropriate
behavior to decrease.
Hawthorne effect refers to the phenomenon
of working harder and producing more
because of the feeling of participating in
something new and special.
Observer drift – the teacher no longer is
affected by the behavior.
Interobserver agreement – the extent to
which two observers record the same
behavior accurately.
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Time Sampling – record target behavior only if it occurs
at the end of an interval.