Methods of Data Collection



Methods of Data Collection

Choosing a data collection method: Determine the type of the behavior you are observing, the kind of behavior change you are expecting, as well as convenience in your classroom (Alberto and Troutman, 2009).

Method |Description |Benefits |Challenges |Method |Graph |Examples | |Event |Number of times a behavior occurs (i.e., frequency). |Useful for behaviors that are brief & discrete (have clear beginning & end).

Easy and accurate.

Useful for social or academic behaviors you want to increase or decrease. |Difficult to use with fast paced behaviors without clear beginning or end (e.g., pencil tapping)

or behaviors that last for long time (e.g., tantrums).

If multiple people are recording, make sure using same definition of behavior. (This is important for all methods of data collection.)

Observation periods must be equivalent in terms of length of time (if not, use rate).

|Count frequency using a variety of methods (e.g., (tally on paper; clicker; transfer paper clips; drop objects in a jar).

Best to note time period you are collecting data (e.g., 10:00 – 10:30). |Graph the frequency count for each observation.

If the time period is inconsistent, calculate & graph rate.

|Ethan got out of his seat 5 times in 30 minutes.

Lauren completed 6 out of 10 math problems.

Sam made 6 social initiations during lunch.

Kim completed 9 of the 10 steps for washing hands. | |

Rate |

Frequency of behavior expressed in a ratio. |

Can be used to calculate frequency when observation sessions are inconsistent in length. |

Be sure to record the start and stop time of the observation. |

Count frequency and note length of observation interval; divide by the number of minutes (or hours if longer). |

Graph the rate calculation. |

Luke got out of his chair 0.4 times per minute.

Alex put her hand in her mouth .55 times per minute during time.

| |

Interval |

Approx. number of times a behavior occurs. |

Useful for teachers to record continuous & high frequency behaviors. |

Can only draw limited conclusions because not actual count of behavior. |

Intervals usually 5, 10, or 15 sec long for 10 min to 1 hr observation; record if behavior occurs at all during interval (i.e., partial interval) or for the entire interval (i.e.. whole interval). |

Graph the number of intervals or percentage of intervals.

|

Sasha was out of her seat for 6 out of 10 intervals.

Tim was out of his seat 60% of the intervals observed. | |

Time Sampling |

Approx number of times a behavior occurs. |

Can observe over longer periods of time.

Useful for frequent or long duration behaviors.

Easier to use while teaching; can monitor more than one student.

|

Can only make limited conclusions about frequency of behavior. |

Intervals usually in minutes; record if behavior occurs at end of interval.

|

Number or percentage of intervals. |

(Same as partial interval above). | |Duration |Length of time student performs a behavior. |Exact measurement of a behavior.

Useful for low frequency behaviors that last for at least several minutes.

Must have clear definition of behavior with clear beginning & ending.

|Hard to do when involved in instruction.

Must have clear definition of behavior. |Measure length of time behavior occurs; If the behavior occurs regularly, record length of time for each occurrence & calculate the daily or weekly average.

Or, measure total duration – behavior does not need to be continuous.

Can use clock; count up timer; stop watch. |Total minutes or seconds; percentage of the period student engaged in the behavior; or average. |Juron averaged 9 minutes of toileting.

Ryan was on-task for a total of 4 minutes during center time. | |

Latency |

How long it takes a student to start a behavior/task once requested. |

Exact measurement of a behavior.

Useful for low frequency behaviors. |

Hard to do when involved in instruction.

Must have clear definition of behavior. |

Note time the cue (e.g., prompt, request, stimulus) is given and time student started the behavior. |

Minutes or seconds that elapsed between teacher cue/request and student starting the behavior. |

It took Luke 3.4 minutes to begin his bell ringer activity. | |Information in this table taken from Alberto and Troutman (2009); Kerr & Nelson (2006)

Alberto, P. A., & Troutman, A. C. (2009). Applied behavior analysis for teachers (8th ed.). Upper Saddle River, NJ: Merrill.

Kerr, M. M., & Nelson, C. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.). Boston, MA: Pearson.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download