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PSYC 7120 K. T. Hinkle, Ph.D.

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PSYC 7120 K. T. Hinkle, Ph.D.

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    1. PSYC 7120 K. T. Hinkle, Ph.D. Behavioral Assessment: Direct Observation

    2. Direct Observations Direct observations requires one to observe behaviors and record behaviors and/or events. Direct observation should be thought of as a flexible process that allows for the collection of a variety of data across a variety of behaviors and settings.

    3. Behavior Difficult to Observe Directly Private, covert or internal behaviors Environmental or proximal context Time behaviors occur Student adaptation to classroom rules and procedures Corollary behavior

    4. Topography and Intensity of Behavior Topography: 1. Refers to what behavior looks like 2. Easy to measure (occurrence versus nonoccurrence) Intensity: 1. Refers to the concentration, force or power of the behavior 2. Special instruments are required to obtain precise measurements

    5. Temporal and Valence Characteristics of Behavior Temporal: 1. Refers to the latency between a request and a response (passive-aggressive behavior) 2. Fluency versus accuracy Valence: 1. The value of a behavior (positive and negative valence behaviors)

    6. The Intent and Function of Behavior Intent: 1. Judgments are required with intent (instrumental vs. hostile aggression) 2. Caution in interpretation required Function: 1. Reason for the behavior (environmental) 2. Recording antecedent and consequent events 3. Descriptive functional analysis procedures

    7. Direct Observation: Recording Procedures Narrative Recording Procedures Observers record what they see Recordings generally yield topographical and sequential data Takes time and difficult to record everything (not useful for determining environmental consequences) Ecological conditions should be recorded Imprecise (not systematic), difficult to verify

    8. Direct Observation: Recording Procedures Empirical Recording Procedures More precise, attends to the strength of behavior Used to evaluate the effects of interventions Characteristics of empirical recording procedures Operational Definitions Event Recording Duration Recording Comparison Child Data

    9. Calculating Inter-observer Agreement Formula for calculating percent interobserver agreement is: Agreements of Occurrence (divided by) Agreements on Occurrence (plus) Disagreements on Occurrence (times) 100

    10. Internal Versus External Observer Psychologist or Other External Observer Observational data and reactivity What to tell the teacher to tell the child(ren) Responding to children’s questions When to arrive, and where to sit Teacher reactivity Preobservational data vs. observation Expecting the unexpected

    11. Internal Versus External Observer Teacher or Peer (Internal) Observer Teacher (keeping it simple and infrequent) Teacher (minimize disruption to the regular teaching process) Peers (the pros of peer observers) Peers (the cons of peer observers)

    12. References Conducting School-Based Assessments of Child and Adolescent Behavior edited by Shapiro & Kratochwill, Guilford Press (2000) Best Practices in Evaluating the Effectiveness of Applied Interventions by Steege & Wacker, in Best Practices in School Psychology III (1995)

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