Term
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Definition
| Define pools of all possible observation sessions. Use data over those possible observation sessions. EXAMPLE: a behavior could occur in math, science, and language arts |
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Term
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Definition
| Break observations into smaller sessions. So during math does it occur during the beginning, middle or end? Does the behavior occur during the whole session? |
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Term
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Definition
| Teacher Daily Reports and Parent Daily Reports. Helps when we are not there for self monitoring or self recording. We need this information for decision making purposes. |
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Term
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Definition
| Peer norms for same activity |
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Term
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Definition
| Look at antecedents. Look at the number of opportunities and the quality of the opportunities. Look at the percentage of compliance and the consequences after the compliance or non-compliance. CMND vs. RRR vs. COMPL vs. ATT+ ATT- |
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Term
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Definition
| Record an occurrence of an incident if it occurs at any time during that interval. May overestimate the prevalence of a behavior. Good if you want to find out how often a behavior occurs. Given in % of intervals observed in a session |
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Term
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Definition
| Record an occurrence of an incident if it happens throughout an entire interval. Good if we want to look at how long a behavior occurs. May under estimate prevalence and frequency. Good for increasing behavior. Given as % of intervals observed in a session |
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Term
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Definition
| Record an occurrence of an incident only if it happens at a specific moment during an interval. May underestimate a frequency. Good for looking at either occurrence or non occurrence of a behavior such as engagement. Given as % of intervals observed in a session |
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Term
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Definition
| Scanning an area and recording the occurrence of a particular behavior. Such as scanning for engagement. Everyone in the eye of the observer is counted or not counted as displaying that behavior. Good for engagement or “dangerous behaviors” |
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